Abstract:Competency-based education, in its holistic conception, implies inserting students in diverse contexts which are in constant change during their years in the academic institution. These contextual changes are observed at the subjects, mainly those of complementary contents. In that order, it has been observed that students perceive these courses with a lower value for their education as an engineering professional because they do not contain topics related to the mathematical, physical or other sciences of the profession. That is why the instructor must use motivational strategies for the students to appropriate the elements that will contribute to the formation of the generic competences established in the curricular design. These strategies encourage the student to move from one level of knowledge to a higher level where he/she must exhibit the apprehension of the systems of operations of generic competences such as ethical and professional responsibility, leadership, teamwork, continuous learning, among others, considering the contemporary and global changes influenced by their way of acting as professionals
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