Teaching in higher education. A vision from prospective pedagogy

Abstract

The objective of the present study is to describe a metatheory with a prospective pedagogical vision on teaching in higher education based on the experts' assessments with which possible scenarios were constructed. The research was developed with a quantitative and descriptive approach. To collect the data, the Delphi method was used, asking ten experts four rounds of questions using a Likert-type scale analyzed through inferential statistics and measures of central tendency. Among the results, it was obtained that the university should train its teachers to specialize in the acquisition of skills derived from the execution of its internal plans, the breaking of the attendance paradigm, attention to visual disability during virtuality and social pedagogy. In this sense, in the metatheory they are expressed in four potential scenarios that could arise in the future, named as follows: The first: Decent university students lacking pedagogy, the second, called 100% virtual education at least for theoretical careers, the third defined for the adaptation of laboratories aimed at students with special educational needs to integrate them into virtual education and finally, to tend towards a social pedagogy as a model of curricular action. It was concluded that although not all the scenarios are positive, obviously, the idea of ​​having a prospective vision of the future is to know the potential contexts to be able to make the right decisions as a mechanism to use the alternative solutions in the event that any were to arise. problematic situation; so that techniques, methodologies and strategies are used to provide solutions, in order to prevent them and thereby avoid uncertainty so as not to be vulnerable to them.