University of Ciego de Ávila Máximo Gómez Báez
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ISSN: 2309-8333
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RNPS: 2411
|13(2) |2025|
This is an Open Access article under the license CC BY-NC-SA 4.0 (https://creativecommons.org/licenses/by-nc-sa/4.0/)
Estrategia y Gestión Universitaria EGU
Review article
How to cite:
Pedroso Valdés, Y., Rovira
Alvarez, Y., Mena Silva, T. A., & Marín
Hernández, C. (2025
The preparation for
the extension work of teachers in Municipal
University Centers: systematized review.
Estrategia y Gestión Universitaria
, 13(2),
e8775.
https://doi.org/10.5281/zenodo.16330435
Received: 23/01/2025
Accepted: 12/06/2025
Published: 28/07/2025
Corresponding author:
pedrosoyuleibys@gmail.com
Conflict of interest:
the authors declare
that they have no conflict of interest,
which may have influenced the results
obtained or the proposed interpretations
.
The preparation for the extension
work of teachers in Municipal
University Centers: systematized
review
La preparación para la labor
extensionista de los profesores en los
Centros Universitarios Municipales:
revisión sistematizada
A preparação para o trabalho de
extensão dos professores nos Centros
Universitários Municipais: revisão
sistematizada
Abstract
Introduction: teacher preparation for extension work is vital
in Municipal University Centers to effectively integrate
university extension and strengthen the bond between
academia and the community. Objective: to propose a
theoretical framework for preparing educators for extension
work, tailored to the municipal context in Latin America,
particularly in Cuba.
Methodology: the study employed
theoretical methods such as the historical-logical approach
and its associated procedures, alongside empirical methods
such as document analysis. Results: three fundamental
regional trends were identified: the integration of extension
with teaching and research, the predominance of a critical
extension model, and its holistic educational character.
Conclusion: university extension should be understood as a
process involving educators in territorial engagement,
fostering innovation in pedagogical practices and contributing
to local development. Preparing faculty in this area is
essential for strengthening the university as a driver of social.
Keywords: higher education, extension, municipality,
educators, university
Resumen
Introducción: la preparación para la labor extensionista de los
profesores es crucial en los Centros Universitarios Municipales
para integrar la extensión universitaria fortalecer la relación
entre la universidad y la comunidad. Objetivo: proponer un
marco teórico de la preparación para la labor extensionista de
los profesores, adaptado a contexto municipal, en
Latinoamérica y particularmente, en Cuba.
Yuleibys Pedroso Valdés
1
Universidad de Pinar del Río “Hermanos
Saíz Montes de Oca”
https://orcid.org/0009-0003-8018-9551
pedrosoyuleibys@gmail.com
Cuba
Yudit Rovira Alvarez
2
Universidad de Pinar del Río “Hermanos
Saíz Montes de Oca”
https://orcid.org/0000-0003-3232-9372
judyrovira72@gmail.com
Cuba
Tania Alina Mena Silva
3
Universidad de Pinar del Río “Hermanos
Saíz Montes de Oca”
https://orcid.org/0000-0002-4225-2420
taniaalinamenasilva@gmail.com
Cuba
Crescencia Marín Hernández
4
Universidad de Pinar del Río “Hermanos
Saíz Montes de Oca”
https://orcid.org/0000-0001-9632-9350
marinhernandezcrescencia@gmail.com
Cuba
Estrategia y Gestión Universitaria
|
ISSN
: 2309-8333
|
RNPS:
2411
13(2) | July-December |2025|
| Yuleibys Pedroso Valdés | Yudit Rovira Alvarez | Tania Alina Mena Silva |
Crescencia Marín Hernández |
Metodología:
se emplearon métodos teóricos como el histórico-lógico y sus
procedimientos, y métodos empíricos tales como el análisis de documentos.
Resultados:
se identificaron tres tendencias fundamentales a nivel regional, la
integración de la extensión con la docencia e investigación, la prevalencia de un
modelo de extensión crítica, así como su carácter formativo integral.
Conclusión:
la extensión universitaria debe ser vista como un proceso que involucra a los
profesores en su integración al territorio, innovando sus prácticas pedagógicas y
contribuyendo al desarrollo local. La preparación de los docentes en esta área es
esencial para el fortalecimiento de la universidad como agente de cambio social.
Palabras clave:
educación superior, extensión, municipio, profesores,
universidad
Resumo
Introdução: a preparação dos docentes para o trabalho extensionista é essencial nos
Centros Universitários Municipais para integrar de forma eficaz a extensão
universitária e fortalecer a relação entre a universidade e a comunidade. Objetivo:
propor um marco teórico para a preparação dos professores na atividade
extensionista, adaptado ao contexto municipal da América Latina, especialmente
em Cuba. Metodologia: foram utilizados métodos teóricos como o histórico-lógico e
seus procedimentos, além de métodos empíricos como a análise documental.
Resultados: identificaram-se três tendências fundamentais na região: a integração
da extensão com o ensino e a pesquisa, a prevalência de um modelo crítico de
extensão e o seu caráter formativo integral. Conclusão: a extensão universitária
deve ser concebida como um processo que envolve os docentes na integração com
o território, promovendo inovação nas práticas pedagógicas e contribuindo para o
desenvolvimento local. A capacitação dos professores nessa área é fundamental
para o fortalecimento da universidade como agente de transformação social.
Palavras-chave:
ensino superior, extensão, município, docentes, universidade
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Introduction
University extension constitutes an essential function, not a peripheral task,
of higher education in Latin America. In recent decades, a notable heterogeneity of
institutional models has emerged that transcend mere assistance, ranging from
applied research programs to strategic alliances with social actors and systematic
community interventions (Tommasino, 2023; Tommasino y Stevenazzi, 2016; Bracho-
Fuenmayor, 2023; Guillén de Romero et al.,2024; Díaz-Romero et al., 2025). This
development responds to a dual imperative: to contribute to territorial development
while simultaneously fostering critical citizenship engaged with collective issues
(Borges Machín y González Bravo, 2022; Cano Menoni y Flores, 2023; Cardeño Portela
et al., 2023; López González, 2023).
Such diversity in pedagogical approaches, both within and outside
universities, has driven rigorous research on their formative impact. Within this
framework, an integral conception prevails today (González Fernández-Larrea et al.,
2021), where extension serves as a bridge for educational and, ultimately, social
transformations. However, a gap persists: the limited systematization of teacher
training for these complex scenarios. Recognized as a pedagogical process in itself
(González & González, 2019), extension practice extends beyond the classroom,
mobilizing university-society links.
This reciprocal dialogue, as demonstrated by Taborda (2010), enriches
knowledge and strengthens ethical commitments in both directions. Tommasino &
Cano (2016) emphasize the theoretical and programmatic challenge of creating a
unified and transformative pedagogical proposal, highlighting their concept of
“integrality,” which has been one of the most influential in the region, establishing
them as key figures in the field of university extension.
A particularly fruitful perspective, defended by Lamarti (2023), views
university extension as a central axis for socio-educational links between the
institution and its environment, thereby catalyzing symbiotic developments. This
approach, anchored in principles of relevance, cooperation, and interdisciplinarity,
transcends mere assistance to structurally address territorial issues (Ortiz & Morales,
2011). Despite its transformative potential, a paradox remains: numerous
institutions still relegate this function to a secondary role compared to teaching and
research, hindered by vague planning, scarce resources, and weak evaluation
systems (Arzeno, 2018).
The notion of territorialization, a conceptual compass from Ezcurra et al.
(2020), offers a decisive interpretive key today. It suggests a horizontal dialogue of
knowledge where universities and local actors co-construct sustainable solutions,
dismantling traditional epistemic hierarchies. This paradigm receives unprecedented
momentum from ICT, whose tools, as demonstrated by González Aportela et al.
(2021) and Álvarez et al. (2020), optimize both extension management and genuine
community participation throughout the project cycle.
Two regional trends consolidate this shift:
• The rising prominence of the Latin American Union of University Extension,
a vital space for collegial reflection and cooperation (Valenzuela Tovar,
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2018).
• The synergy between research and extension, which generates applied
knowledge on-site while strengthening ethical commitments to territories
(González Fernández-Larrea et al., 2021).
• From a qualitative paradigm (Piña Ferrer et al., 2023), this study proposes
to equip teachers with conceptual tools who, in their territorial engagement,
act as cultural development agents in the global sense advocated by
González & González (2019). Against this backdrop, the present article
articulates a theoretical-methodological framework for teacher preparation
in university extension, specifically in Municipal University Centers
Methodology
To support the research, a critical review of specialized literature was
undertaken around four articulating axes: extension work, teacher preparation,
university dynamics, and local contexts. The theoretical approach integrated the
historical-logical method, with its inherent operations of analysis-synthesis and
induction-deduction, which allowed for uncovering the conceptual foundations of
teacher preparation for extension work in Municipal University Centers. Additionally,
document analysis, as an empirical technique, focused on key outputs from Latin
American extension organizations and networks, prioritizing texts that embody
foundational debates in the region.
This methodological apparatus, particularly the diachronic approach,
facilitated mapping the evolution of extension practices in the subcontinent.
Through this lens, it was possible to weave organic connections between current
pedagogical models in Municipal University Centers and their historical, cultural, and
institutional substrates. The document research explored significant corpuses such
as:
• The Proceedings of Congresses of the Latin American Union of University
Extension (ULEU), an indisputable reference in the architecture of extension
policies, whose records chart foundational debates and structural tensions
in the field, offering a living snapshot of its regional evolution.
• The Minutes of the Working Group “Critical Extension: Theory and Methods
in Latin America and the Caribbean” (CLACSO), where disruptive approaches
and epistemological critiques of traditional practices were tracked,
revealing fissures and horizons in contemporary university practice.
• The National University Extension Program for the Cuban University (2004),
a pivotal document that synthesizes pedagogical horizons for integrating
extension into formative processes, building conceptual bridges between
academia and communities.
• Concurrently, the project “Comprehensive Management of Substantive
Processes in the Teaching Department,” coordinated by CECEPRI at the
University of Pinar del Río, whose extension management line contributed a
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solid methodological foundation to operationalize the triad of teaching-
research-extension.
This documentary corpus, interrogated through theoretical-empirical lenses,
enabled the unraveling of the complex threads of extension preparation in Latin
America and the construction of solid methodological foundations for the research.
Results and discussion
The diagnosis of extension preparation in Municipal University Centers (CUM)
revealed three predominant vectors in the region:
• The operational fusion of teaching, research, and extension.
• The strengthening of critical models that question assistentialist
approaches.
• Its consolidation as a comprehensive formative process capable of
developing socio-analytical competencies in teachers.
This triad, as evidenced by Aliaga (2022), energizes the university-territory
synergy: by articulating academic and community actors, local transformations are
catalyzed through educators who exercise clear, critical, reflective, and empathetic
problem-solving perspectives on territorial issues. Far from being mere transmitters,
they become weavers of dialogues that activate latent social capital.
The document review unveiled eloquent regional trends. Notably, the ULEU
has emerged as a normative beacon for Latin American extension policies over the
past decade. A detailed examination of its congress minutes (2014-2024) crystallizes
in Table 1, which precisely outlines strategic advances and pending critical knots,
thus providing a roadmap for optimizing teacher training in this field.
Table 1
Strategic Advances and Critical Pending Issues
Strengthened Aspects in the Preparation
for Extension Work
Aspects to Improve in the Preparation for
Extension Work
Systematization of experiences:
Workshops and courses promoting critical
reflection on extension practice.
Deeper systematization: Lack of a
standardized model for analyzing and sharing
learnings uniformly.
Development of competencies: Training in
community leadership, extension
management, and knowledge dialogue.
Continuous support: Need for mentoring to
guide educators in the practical application of
extension tools.
Emphasis on community impact: Activities
oriented towards local needs and the
Sustainable Development Goals.
Greater local contextualization: Lack of more
specific strategies adapted to the
characteristics of the municipalities where CUM
operates.
Internationalization of extension:
Collaborative seminars and workshops with
a regional and international focus.
Interdisciplinary integration: Greater inclusion
of knowledge from various disciplines to address
problems more holistically.
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Strengthened Aspects in the Preparation
for Extension Work
Aspects to Improve in the Preparation for
Extension Work
Continuous training initiatives: Diplomas,
courses, and master's programs that
professionalize educators.
Constant evaluation: Implement mechanisms
to regularly mon
itor the development of
competencies and their impact.
Focus on social transformation: Volunteer
projects and activities that strengthen the
university's social commitment.
Promotion of research: Encourage studies that
analyze the effectiveness of extensi
on
strategies.
Use of existing tools: Application of
methodologies to evaluate impact and
systematize processes.
Use of digital technologies: Leverage
technological tools for distance preparation and
project management.
Source: Prepared by the authors.
The ULEU has consolidated itself as a regional sounding board for rethinking
the university-society link. Its key contributions—recognizing extension as a driver of
social change and promoting the transversal fusion of teaching, research, and
community action—contrast with the barriers documented by Valenzuela (2023):
insufficiently prepared teachers, communities relegated to passive roles, and
chronic budgetary constraints that hinder transformative projects.
In the face of these challenges, the organization advocates for innovative
models where academics, rather than mere executors, become articulators of
change capable of catalyzing sustainable local developments (Ruiz & Santos, 2020).
This vision resonates with CLACSO, whose Working Group on Critical Extension
dismantles traditional approaches through:
• Collaborative dynamics prioritizing community empowerment.
• Interdisciplinary perspectives to address territorial issues.
• Situated practices that transform extension into a tool for social justice
(Ferrero de Roqué et al., 2019).
The vitality of this approach was demonstrated during the 111th Session of
CLACSO in Havana (2024), where the following were highlighted:
• Experience systematization workshops that equip educators with tools to
map local issues.
• Community-focused impact evaluation methods.
Collaboration with working groups and member centers of CLACSO has woven
vibrant academic networks, enhancing collaborative approaches in university
extension where young researchers and social movements engage as equals. Iconic
initiatives, such as the School of Evaluators (FOLEC) and the CLACSO Classroom
platform, democratize knowledge tangibly, breaking down geographical barriers
through open-access digital resources. Despite these advancements, Municipal
University Centers (CUM) encounter persistent obstacles in integrating such
innovations into teacher training. A triad of limitations hampers their potential:
• Gaps in training related to extension methodologies.
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• Chronic resource constraints for innovative programs.
• Structural rigidities that block curricular integration, despite the mandate
to preserve and develop knowledge in line with professional culture (Rojas
et al., 2018).
In light of this situation, the strategic role of CUM in local development
emerges strongly. As demonstrated by Hernández & Pérez (2017) and Macías (2022),
these centers act as catalysts in critical areas, from food security to the training of
municipal leaders. Their impact, however, requires synergistic alliances. Norton et
al. (2022) emphasize that networked work exponentially multiplies extension actions
when culturally situated approaches are adopted, capable of engaging diverse actors
and responding to socio-environmental urgencies (Chacón & Cruz, 2017).
Additionally, Rodríguez-Mantilla et al. (2025) reveal how extended quality
management systems optimize internal communication and community links,
essential foundations for effective extension. This vision aligns with Naranjo Crespo
(2025), who calls for humanizing the university through social pedagogy. His
proposal—an inclusive education that embraces cultural diversity—provides
fundamental keys for training educators in CUM: only practices rooted in local
realities and woven with community commitment will achieve the expected
transformation.
In this constellation of proposals, Mora de Montero (2025) presents a unique
model: community interaction as a core for training teachers in productive
economics. His approach, anchored in socio-critical and empirical methods, reveals
overlooked tensions in university-territory collaboration. Importantly, it
demonstrates how rigorous teacher preparation revitalizes community links and
deciphers keys to the contemporary economic system, thus opening unexplored
paths for extension practice.
This framework finds its necessary counterpoint in the call to professionalize
extension management (Álvarez & Breijo, 2020). Not merely as a protocol, but as a
systemic architecture that intertwines planning, execution, and monitoring with
contextual sensitivity (García & Falcón, 2020; Jiménez et al., 2022). CUM, in
particular, must fortify competencies in their teaching and administrative teams to
ensure that projects transcend the ephemeral (Álvarez & Breijo, 2020). However,
this professionalization would be futile without cultural transversality—the ability to
energize creation, dissemination, and collective enjoyment across multiple spheres.
As Vento & Ordaz (2019) warn, the extension project crystallizes precisely here: not
in unidirectional transmission, but in weaving relationships that cultivate a
comprehensive cultural preparation.
Given this horizon, extension preparation demands a radical metamorphosis.
It is urgent to dismantle the assistentialist burden—this narrow vision reduced to
“service provision”—and embrace root collaborative practices. This involves
educators and students working together from the ground up: diagnosing problems
and executing initiatives that foster social innovation. Only then will true dialogue
of knowledge flourish; only then will co-creation transform from a slogan into a living
tool for community transformation.
This professionalization approach allows for a more meaningful connection
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between the university and society, where university actors recognize themselves
not only as transmitters of knowledge but as committed agents of local development.
However, this goal faces significant challenges that must be addressed urgently and
contextually. It is essential that extension practices respond to the specific socio-
cultural characteristics of each municipality (Guibert et al., 2020), avoiding
homogeneous models that overlook territorial diversity. Furthermore, common and
coherent evaluation frameworks must be established to enable monitoring and
comparison of extension outcomes. Ensuring equitable access to continuous training
programs for all educators, regardless of geographical location, is also fundamental,
which implies overcoming connectivity gaps, infrastructure limitations, and the
availability of training resources.
The preparation for the extension work of teachers and its close link with
the territory represents an urgent need in contemporary higher education, especially
when conceived as a pathway for socio-cultural transformation in the territory. This
training not only demands academic competencies but also capacities for
collaborative work, participatory management, and the articulation of knowledge
between the university and the community. From a local development perspective,
Branch (2021) argues that teachers must assume an active role in constructing
knowledge from and with the community, which requires specific preparation that
transcends traditional teaching. This approach aligns with the arguments of Corrales-
Reyes and Santana-Casiano (2023), indicating that CUM, by directly engaging in local
contexts, require teachers capable of leading educational processes that promote
relevant social changes.
According to Basirico (2024), this work must be supported by institutional
policies that recognize, evaluate, and incentivize extension work. The absence of
these mechanisms limits teacher motivation, making institutional cultural
transformation essential. In this vein, McNair et al. (2022) highlight that achieving
equitable higher education requires integrating extension as a substantive
component in academic management systems.
For university teachers to effectively respond to these demands, it is
essential to have training that considers cultural diversity and promotes equity.
Preece (2021) and Taylor and Luescher (2022) emphasize the need to develop
intercultural competencies and strengthen the link between academic knowledge
and popular knowledge. This process contributes to reformulating the social mission
of universities from a transformative perspective.
Flores (2023a) and Soriano (2022) reinforce this idea by highlighting the
importance of creating creative and identity-driven spaces where students,
especially from Latin communities, can explore and affirm their sense of belonging
to the university. From another angle, Tovar Gálvez (2021) points out that the
epistemological bridge facilitates the articulation of diverse knowledge, which is
essential for preparing teachers at municipal university centers to develop culturally
inclusive and contextualized extension work. In this context, the extension teacher
must act as a facilitator of inclusive pedagogical experiences that enhance self-
expression, leadership, and community participation.
Guzman (2022) and Perry (2020) propose that teacher preparation should
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include knowledge of the experiences of first-generation students, which requires
sensitivity, empathy, and specific support strategies. Culturally relevant mentoring
programs emerge as an effective means to foster inclusion and reduce educational
gaps. Additionally, Proffitt et al. (2021) and López et al. (2021) invite consideration
of the experiences of Latina teachers, whose approaches challenge traditional
academic power structures. The incorporation of community epistemologies in
extension pedagogical practice enriches formative processes from a social justice
perspective.
Methodologically, Boyd (2023) argues that critical pedagogy should guide
teacher training, allowing for questioning the power relations that permeate
education and fostering reflective thinking about the social function of the
university. This positioning strengthens extension work as a process of reality
transformation. Furthermore, Rusoja (2024) illustrates how practices of
organizational literacy in diverse communities constitute legitimate forms of
knowledge that should be recognized by educators in their community work. In line
with this, Quesada et al. (2021) highlight that professional teacher development,
focused on integrated pedagogical models and inquiry-based learning, enhances
teachers' self-efficacy and pedagogical beliefs. This transformation aligns with the
need for CUM educators to design and implement innovative, contextualized
extension practices that meet the needs of their communities.
García Marirrodriga (2024) and González García et al. (2024) emphasize that
integration with the socio-professional environment strengthens partnerships with
local actors, particularly in rural contexts. This perspective is valuable for preparing
educators in municipal university centers, promoting a people-centered education
committed to sustainable local development, and offering a valuable model for
culturally inclusive and contextualized extension work. This dialogic perspective
aligns with the insights of Oh & Mon (2024), who highlight the role of public libraries
as strategic allies for developing data literacy projects in community contexts.
Murray & Brennan (2023), based on the study of An Cosán, demonstrate that
community-integrated higher education models can revitalize the social function of
the university. In this sense, CUM have transformative potential if they are staffed
by educators prepared to promote dialogue, active participation, and citizen
empowerment. From this perspective, Gutiérrez (2023) underscores the need for
educators to include skills in project management, strategic communication, and
intersectoral collaboration. This structured, coherent, and contextualized
preparation allows extension work to become a transversal axis in the institutional
development of CUM.
Conclusions
The analysis of the perspectives of the consulted authors indicates a
consensus that preparation for extension work must be comprehensive, critical,
professionalized, contextualized, and oriented towards social commitment.
Articulating diverse knowledge, fostering community participation, and promoting
an institutional culture favorable to extension are challenges that can only be
addressed through intentional and systematic teacher preparation.
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Despite the existence of a solid theoretical foundation surrounding university
extension, CUM still face concrete limitations that hinder effective implementation.
The scarcity of resources, insufficient teacher preparation in extension topics, and
internal structural barriers require strategic and professional management.
For university extension to fulfill its transformative role, it must be
organically integrated into teacher preparation as part of a comprehensive vision
that combines teaching, research, and social commitment. Only in this way will it
be possible to consolidate a university that not only trains competent professionals
but also cultivates citizens committed to the well-being of their communities.
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1
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Crescencia Marín Hernández |
About the main author
Yuleibys Pedroso Valdés
:
She holds a Master's degree in Professional Pedagogy and
a Bachelor's degree in Education, specializing in Computer Science. She works as a
Research and Graduate Methodologist at the San Luis University Center of the
Univers
ity of Pinar del Río "Hermanos Saíz Montes de Oca."
1:
.
2:
nd Writing, review and editing.
3:
.
4:
Financing:
This research was carried out using our own resources.
Special Acknowledgments: