New trends in integral education at the university. A systematic review according to the PRISMA Statement
Article Sidebar
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
The publication are distributed under the Creative Commons Attribution-NonCommercial-Non Derivatives 4.0 International license (CC BY-NC-ND 4.0). The rights of the works published in this journal are the property of the author and they are free to distribute and disseminate them, as long as the source is correctly cited, no derivative works are generated and these acts do not have commercial purposes.
Main Article Content
Abstract
The objective of this work is to determine the current trends on Integral Education (IE) currently being developed by Higher Education Institutions (HEIs), as reported in the scientific literature, given the importance of the topic of integral education for higher education. The methodology employed is based on a systematic review of scientific articles deposited in three databases such as Web of Science (WoS), EbscoHost and Scopus, through a bibliometric design in accordance with the Prisma Statement. For this purpose, a search equation with its respective Booleans was established. Inclusion and exclusion criteria were established. The results show that there are trends associated with IE that do not necessarily fit the traditional concept. These trends are: research, competencies for professional performance, generic academic competencies that include transversal skills such as effective communication, critical thinking, problem solving and the capacity for autonomous learning, collaborative learning, holistic education, tutoring models and personalized follow-up, learning communities, ethical competencies and moral education, working with communities, global and intercultural competencies and the incorporation of technology. It is concluded that the IE in universities has been adjusting to expectations in line with the times and contextual needs of this era, although the holistic principle of humanity has not been completely abandoned.
References
Alarcón Ortiz, R. A., Guzmán Mirás, Y., & García González, M. (2019). Formación integral en la educación superior: una visión cubana. Revista Estudios del Desarrollo Social: Cuba y América Latina, 7(3). http://scielo.sld.cu/scielo.php?script=sci_arttext&pid=S2308-1322019000300010&lng=es&nrm=iso
Álvarez Rodríguez, J. (2001, noviembre). Análisis de un modelo de educación integral [Tesis Doctoral]. In Departamento de Pedagogía. Universidad de Granada. https://digibug.ugr.es/bitstream/handle/10481/4438/04CAP%C3%8DTULO%20.pdfsequence=5&isAllowed=y#:~:text=El%20t%C3%A9rmino%20integraL%20hace%20alusi%C3%B3n,religiosa%2C.
Angulo, P. H., Angulo A., P., Huamán, L., & Espinoza, J. (2016). Propuesta de procesos en un sistema de gestión de la calidad para la educación universitaria con formación integral y competencias profesionales. Horizonte de la Ciencia, 6(10), 239-259. https://revistas.uncp.edu.pe/index.php/horizontedelaciencia/article/view/373
Ann D. Bagchi, Elise Corasmin, Charles E. Menifield, Paul F. Weber, Alok Baveja, Kasny Damas, Diane Hill & Dwight Peavy (2022): An academic-Community Research Partnership to Enhance Structural Competency for Health Equity, The Journal of Continuing Higher Education, DOI: https://doi.org/10.1080/07377363.2022.2067729
Arruzza, E. & Chau, M. (2021). The effectiveness of cultural competence education in enhancing knowledge acquisition, performance, attitudes, and student satisfaction among undergraduate health science students: a scoping review. Journal of Educational Evaluation for Health Professions. Vol 18(3) 1-11. Doi: https://doi.org/10.3352/jeehp.2021.18.3
Barragán Giraldo, D. F. (Il.) (2020). Formación integral universitaria: un itinerario. 1. Bogotá, D.C, Universidad de La Salle - Ediciones Unisalle. Recuperado de https://elibro-net.ezproxy.cecar.edu.co:2443/es/ereader/bibliocecar/221586?page=30
Bilohur, V., & Andriukaitiene, R. (2020). Sports culture as a means of improving the integrity of sports personality: philosophical cultural and anthropological analysis. Humanities studies, (6 (83)), 136-152.
Bjork, C., Abrams, A., Hutchinson, LS y Kyrkjebo, NI (2020). “Don’t Change Yourselves”: International Students’ Concepts of Belonging at a Liberal Arts College. Journal of International Students, 10 (3), 553-570. DOI: https://doi.org/10.32674/jis.v10i3.969
Brand, Ch., Hartmann, Ch., Loibl, K., & Rummel, N. (2023). Do students learn more from failing alone or in groups? Insights into the effects of collaborative versus individual problem solving in productive failure. Instructional Science. https://doi.org/10.1007/s11251-023-09619-7
Castro Inostroza, Á., Iturbe Sarunic, C., Jiménez Villarroel, R., & Silva Hormázabal, M. (2020). ¿Educación STEM o en humanidades? Una reflexión en torno a la formación integral del ciudadano del siglo XXI. Utopía y Praxis Latinoamericana, 25 (Extra 9), 197-208. https://doi.org/10.5281/zenodo.4110904
Cheng, Y. (2018). Liberal arts educated citizen: Experimentation, subjectification and ambiguous contours of youth citizenship. The Royal Geographical Society. Vol 51(4), 618-626. https://doi.org/10.1111/area.12440
Choi, H.-J. (2021). Factors Affecting Learners’ Academic Success in Online Liberal Arts Courses Offered by a Traditional Korean University. Sustainability 13, 9175. https://doi.org/10.3390/su13169175
Coelho, M., & Menezes, I. (2021). University social responsibility, service learning, and students’ personal, professional, and civic education. Frontiers in psychology, 12, DOI: https://doi.org/10.3389/fpsyg.2021.617300
Diemer, M. J. (2019). A extensão universitária como possibilidade de formação integral: evolução, sujeitos envolvidos, aprendizagem e inserção curricular. En: Inserção curricular da extensão [recurso eletrônico] : aproximações teóricas e experiências : volume VI / Luciane Bisognin Ceretta, Reginaldo de Souza Vieira (Organizadores). – Criciúma, SC : UNESC, 203 p. DOI: https://doi.org/10.18616/inser02
Esborjön-Hargens, S., Reans, J. y Gunnlaugson, O. (2010). Integral education: new directions for higher learning. New York: Suny press.
Giannakakis, V. (2020). Neoliberalism and Culture in Higher Education: On the Loss of the Humanistic Character of the University and the Possibility of Its Reconstitution. Studies in Philosophy and Education. Vol 39(4), 365–382. https://doi.org/10.1007/s11217-019-09682-z
Gilyazova, O. S., Zamoshchanskii, I. I., & Zamoshchanskaya, A. N. (2020). A liberal arts and sciences education at the russian higher school: Concept, formats, benefits and limitations. [Образование по модели liberal arts and sciences в российской
высшей школе: понятие, форматы, преимущества и ограничения] Perspektivy Nauki i Obrazovania, 46(4), 10-22. DOI:https://doi.org/10.32744/pse.2020.4.1
Gough, D., Oliver, S., & Thomas, J. (2017). An Introduction to Systematic Reviews (D.Gough, J. Thomas, & S. Oliver, Eds.). SAGE Publications.
Hernández, C., Niño, V., Escobar, M., Bernal, E., López, J. (2013). Seis temas centrales asociados a las condiciones básicas de calidad de instituciones y programas de educación superior. Flexibilidad, procesos de investigación, innovación y creación, relaciones con el entorno, autoevaluación, bienestar institucional y medios educativos. Bogotá. MinEducación.
Kovačević, M. (2022). The effect of a general versus narrow undergraduate curriculum on graduate specialization: The case of a Dutch liberal arts college. The Curriculum Journal. 33, 618–635. DOI:https://doi.org/10.1002/curj.158.
Li, Y., Jiang, Ch., Chen, Z., Fang, J., Wang, Ch., He, X. (2022). Peer tutoring models in collaborative learning of mathematical problem solving and their effect on group achievement. Education and Information Technologies. 1(24). DOI: https://doi.org/10.1007/s10639-022-11429-2
Louca, E; Esmailnia, S., & Thoma, N. (2021): A Critical Review of Maslow’s Theory of Spirituality, Journal of Spirituality in Mental Health, Doi: https://doi.org/10.1080/19349637.2021.1932694
Lu, Y., Li, KR, Sun, Z., Ma, N. y Sun, YF (2023). Exploring the effects of role scripts and goal‐orientation scripts in collaborative problem‐solving learning. Education and Information Technologies, 1-23. DOI: https://doi.org/10.1007/s10639-023-11674-z
Martínez-Hernáez, Á., & Bekele, D. (2023). Structural competency in epidemiological research: What’s feasible, what’s tricky, and the benefits of a ‘structural turn’. Global Public Health, 1-14.
Melinda S. Zook (2019) Giant Leaps for the Liberal Arts at Purdue, Change: The Magazine of Higher Learning, 51:6, 45-51, DOI: https://doi.org/10.1080/00091383.2019.1674107
Obedkova, L. P. (2020). Formation of Competencies in Higher Education by Bachelors and Masters. Utopía y Praxis Latinoamericana. 25(5), 215-220. ISSN-e: 2477-9555
Pabón Serrano, O., Díaz Contreras, G. A., Mantilla Contreras, M. (2020). Educación superior en clave digital: Una apuesta de la Universidad Santo Tomás para articular sus funciones sustantivas y fortalecer la formación integral. Higher education in a digital key: a bet of Santo Tomás University to articulate its substantive functions and strengthen integral training. Revista TEMAS. Vol. 3(14), 125-32. Doi: https://doi.org/10.15332/rt.v0i14.2463
Page, M., McKenzie, J., Bossuyt, P., Boutron, I., Hoffmann, T., Mulrow, C. D., Shamseer, L., Tetzlaff, J. M., Akl, E. A., Brennan, S. E., Chou, R., Glanville, J., Grimshaw, J. M., Hróbjartsson, A., Lalu, M. M., Li, T., Loder, E. W., Mayo-Wilson, E., McDonald, S., … Moher, D. (2021). The
PRISMA 2020 statement: an updated guideline for reporting systematic reviews. Systematic reviews, 10(1), 1-11. https://doi.org/10.1136/bmj.n71
Payne, P.; Rodrigues, C.; de Moura Carvalho, I. C.; Freire dos Santos, L. M; Claudio Aguayo, C & Ghisloti, V. (2018). Affectivity In Environmental Education Research. Pesquisa em Educação Ambiental. Vol.13, (93-114). DOI: http://doi.org/10.18675/2177
Robinson, P. A., Orroth, K. K., Stutts, L. A., Baron, P. A., & Wessner, D. R. (2018). Trends in public and global health education among nationally recognized undergraduate liberal arts colleges in the United States. The American Journal of Tropical Medicine and Hygiene, 98(5), 1228. Am. J. Trop. Med. Hyg., 98(5), 1228–1233. DOI:https://doi.org/10.4269/ajtmh.18-0017
Rodríguez Ferreyra, A. R., & López, S. M. (2020). Integral teaching and community psychology: A necessary alliance for training, knowledge production, and transformative action. [Psicología comunitaria e integralidad: Una alianza necesaria para la formación, la producción de conocimientos y la acción transformadora] Psykhe, 29(1), 1-13. doi:https://doi.org/10.7764/psykhe.29.1.1228
Rosin, C. y Zedler, PH (2020). Conservation biology education at small liberal arts colleges: An opportunity for growth. Conservation Science and Practice, 2 (10), e277. DOI: https://doi.org/10.1111/csp2.277
Schleiff, M. J., Rangnekar, A., Oviedo Gomez, F., Teddy, G., Peters, D. H., & Balabanova, D. (2022). Towards Core Competencies for Health Policy and Systems Research (HPSR) Training: Results From a Global Mapping and Consensus-Building Process. International journal of health policy and management. 11(7), 1058–1068. DOI:https://doi.org/10.34172/ijhpm.2020.258
Shukshina, T, Zamkin, P. Y Burkanova, O. (2018). Diagnosing the Quality of Educational Achievements in Students of Pedagogical Higher Education Institutions. Astra Salvensis, VI, Special Issue, p. 645-654.
Shuwei, W., & Yong, Z. (2021). Research on the practice of modern apprenticeship training from the perspective of competency. The International Journal of Electrical Engineering & Education, 0(0), 1-13, DOI: https://doi.org/10.1177/00207209211003212
Smell, A., & Packard, J. (2019). Minding the gap: Using an applied research center to improve student learning. Journal of Applied Social Science, 13(1), 58-73. DOI:https://doi.org/10.1177/1936724419826620
Stare, J. y Klun, M. (2018). Required competencies in public administration study programs. Transylvanian Review of Administrative Sciences, 14 (55), 80-97. https://doi.org/10.24193/tras.55E.6
Taranto, E., Colajanni, G., Gobbi, A., Picchi, M. & Raffaele, A. (2022): Fostering students’ modeling and problem-solving skills through Operations Research, digital technologies and collaborative learning, International Journal of Mathematical Education in Science and Technology, DOI: https://doi.org/10.1080/0020739X.2022.2115421
Tobón, S. (2013). Formación integral y competencias. Pensamiento complejo, currículo, didáctica y evaluación (4ta. ed.). ECOE.
Tranfield, D., Denyer, D., & Smart, P. (2003). Towards a methodology for developing evidence‐informed management knowledge by means of systematic review. British journal of management, 14(3), 207-222. https://doi.org/10.1111/1467-8551.00375
Vargas, J. C. (2010). De la formación humanista a la formación integral: reflexiones sobre el desplazamiento del sentido y fines de la educación superior. Praxis Filosófica, (30), 145-167. http://www.redalyc.org/articulo.oa?id=209019322008
Villegas Villegas, F., Valderrama Hidalgo, C., & Suárez Amaya, W. (2019). Integral training model and its guiding principles: Antofagasta university case. [Modelo de formación integral y sus principios orientadores: Caso Universidad de Antofagasta] Utopía y Praxis Latinoamericana, 24(Extra4), 75-88. / ISSN-e: 2477-9555
Warne, N. (2018). Learning to see the world again: Josef Pieper on philosophy, prudence, and the university. Journal of Moral Education. 47(3), 289–303. https://doi.org/10.1080/03057240.2017.1406346
Xu, N. (2018). Analysis on Improvement of Comprehensive Competency in Undergraduates by Music Education. Educational sciences: theory & practice, 18 (5). https://doi.org/10.12738/estp.2018.5.105
Yao, S., Queathem, E., Neville, D. y Kelty-Stephen, D. (2018). Teaching movement science with full-body motion capture in an undergraduate liberal arts psychology class. Research in Learning Technology, 26, 1-10. DOI: http://dx.doi.org/10.25304/rlt.v26.2119
Zilvinskis, J. (2019). Measuring quality in high-impact practices. Higher Education. Vol 78(4), 687-709. https://doi.org/10.1007/s10734-019-00365-9