New Practices in Higher Education: Three Case Studies at Corporación Universitaria Minuto de Dios – UNIMINUTO

Abstract

Introduction: the issues and transformations faced by formal education allow us to examine and redefine the meaning of "teaching" and "learning," and to include the concept of expanded education in classroom didactics. Objective: to highlight the existing gap between expanded education and traditional teaching methods. Method: a historical-hermeneutic perspective was applied, employing case studies and participant observation, as well as information collection tools (expert interviews, documentary review, and audiovisual analysis of experiences). Three cases from the Minuto de Dios University Corporation – UNIMINUTO were selected, where expanded education is recognized as a transformative pedagogical practice in higher education. Results: indicate that one of the key factors in teaching processes is acknowledging the space and manner of education, in order to perceive the individual and group pedagogical environment, and to reflect on how learners think, learn, and identify with their surroundings. Conclusion: expanded education is a key tool for legitimizing learning as a dynamic and collaborative process, capable of adapting to the current needs of an evolving society.