Curricular design for sustainable development and global citizenship: pedagogical intervention in higher education

Abstract

Students of the 21st century live in an increasingly interconnected and diverse world that requires active learning, oriented from a multicultural perspective. For this reason, the following article aimed to propose the design and implementation of a proposal for the strengthening of sustainable development competencies and global citizenship. In this sense, the curricular management model that contributes to the solution of local and global problems is formulated, within the pedagogical processes of the Institución Universitaria Pascual Bravo, located in Medellín-Colombia. Through the phases of characterization, planning, application, and evaluation, research of a quantitative nature was proposed with a descriptive and experimental scope applied to 152 professionals in training from different undergraduates. The results indicate that the median range of the median score of the post-test is higher than that of the pre-test with a p-value 4.553x10-9 less than 5%. This is materialized in the students' capacities to be flexible and adaptable, to have knowledge of intercultural communication, to be self-sufficient in relation to global issues, and to generate a good school climate, among others. Hence, it is concluded that the pedagogical intervention improved the results, significantly, on the learning of the study participants.