Experiencias Didácticas en Educación Superior para el Desarrollo del Pensamiento Complejo en Países de Latinoamérica y España, en los Últimos Quince Años

Abstract

Nowadays, Higher Education demands changes towards the paradigm of complexity, where the student is formed as an ethical and social being, which allows him/her to respond to an increasingly complex reality. The purpose of this study is to analyze the central aspects of the didactic experiences in Higher Education that have been carried out for the development of complex thinking in Latin American countries and Spain in the last fifteen years. A qualitative research of documentary type was chosen and the organization of the information of the 64 units of analysis was carried out according to the approaches and positions on the didactics for the development of complex thinking, the types of didactic strategies and the competences that are developed in the transdisciplinarity of the curriculum. Most of these didactic experiences focused on orienting the understanding of the complex interactions that characterize the teaching-learning process; on promoting new reflections on the need for students to develop the competences to understand other complex systems of reality; in addition, to show the need for new didactics in the university context for the development of complex thinking and transdisciplinarity. Therefore, the complex curriculum must be designed from complex strategies linked to the development of research processes, integrating curricular flexibility, the transformation of learning media and contexts, which promote self-regulation, self-criticism, autonomy, independence and multidimensionality of reality. All this in order to favor the teaching-learning processes in higher education institutions, mobilizing teachers to assume an active leadership.