Innovación educativa y acreditación

Abstract

This article aims to analyze the relationship between educational innovation and accreditation processes in the current context of higher education. A descriptive methodology was applied, based on the analysis of case studies and review of specialized literature. The results show that educational innovation plays a crucial role in accreditation processes, contributing to the improvement of the quality of higher education. Several innovative practices implemented by educational institutions to meet the quality standards required by accreditation bodies were identified, including the implementation of information and communication technologies, the development of new teaching and learning methods, and the creation of teacher training programs. However, challenges and obstacles were also found in the effective implementation of educational innovation in the context of accreditation, such as resistance to change, lack of resources, and lack of teacher training. In conclusion, the importance of promoting a culture of innovation in higher education is highlighted, allowing educational institutions to effectively adapt to the changes and challenges of the global environment, thus ensuring the quality and relevance of the education they offer.

Keywords

Acreditación

Educación superior

Innovación educativa

Metodología descriptiva

Procesos de calidad

Accreditation

Descriptive methodology

Educational innovation

Quality processes

Higher education

References

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Cervera Delgado, C., Martí Reyes, M., & Ríos Muñoz, D. (2014). Evaluación Y Acreditación De La Educación Superior: Tendencias,Prácticas Y Pendientes En Torno A La Calidad Educativa. Atenas, 3(27), 1-15.

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García Aracil, A., & Mora, J. G. (2018). “Accreditation, incentives and innovation in higher education.” Journal of Technology Transfer, 43(2), 448-477.

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Vera, J. A., & Lara, L. (2019). “La acreditación de programas académicos como estímulo a la innovación curricular en la educación superior.” Revista Iberoamericana de Evaluación Educativa, 12(2), 111-128.

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Universidad Metropolitana de Educación, Ciencia y Tecnología

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Universidad Metropolitana de Educación, Ciencia y Tecnología

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