Innovation and university teaching in the third decade of the 20th century

Abstract

This article discusses the possible drifts of undergraduate teaching in the higher education systems given the pressure implied by the growing social demand for access and the relative importance of scientific research in the 21st century. Without changes in the teaching paradigms, massification is instrumented through institutional stratification or the abandonment of immersive practices capable of building a critical thinking and community. It is proposed that educational innovation should be directed in such a way that university education preserve quality, cultivating critical thinking, through scalable strategies to ensure democratization in access and permanence at the level of undergraduate education.