Teaching Engineering with Glocal Competencies in the 21st Century (#1212)

Authors

Quiroga Salomon, Gabriel

Eines, Mónica Elsa

Benito, Patricia Ines

Abstract

Going through university and graduating implies not only acquiring a profession but also developing an ethical and moral position about the world that surrounds us and the one for which we prepare our graduates.We live in a glocalized world, increasingly complex, heterogeneous, and uncertain. Training engineering students involves institutions and teachers assuming the need to achieve skills that promote new rights generated by the new symbolic goods that ICTs have offered. For this reason, it is necessary for the university educational community to understand the training of young people more holistically in an industry that will have new processes, products, and business models that will inevitably be crossed by digitalization and for which current curricula were not designed.In this regard, progress has been made in the research of various teaching-learning proposals, and in this line, Project Based Learning stands out, which provides favorable results in the learning of university students and in the achievement of competencies.To do this, a curricular approach with a more innovative didactic transposition is needed, which makes it easier for students to make decisions, evaluate risks, have empathy for others, adapt to unknown situations, and preserve their objectives, preparing them to navigate the uncertainty.