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https://orcid.org/0000-0003-3392-3728
Este artículo explora cómo las innovaciones pedagógicas transforman la formación en ingeniería civil hacia un enfoque sostenible y sensible a los contextos multiculturales. Partiendo de una revisión exhaustiva de la literatura reciente, se analizan estrategias educativas que integran aspectos como la justicia social, el desarrollo sostenible y la inclusión cultural en los currículos universitarios. El enfoque se centra en métodos como el aprendizaje basado en proyectos, la realidad virtual inmersiva y el aprendizaje servicio comunitario, que fomentan en los estudiantes no solo competencias técnicas, sino también una identidad profesional humanitaria y culturalmente competente. Desde la perspectiva de un educador en un entorno diverso como Panamá, estos enfoques resultan cruciales para preparar ingenieros que aborden desafíos globales, como el cambio climático y la inequidad urbana, respetando las diferencias culturales. El artículo discute casos prácticos, como programas de estudio en el extranjero y cursos sobre macroética en sostenibilidad, destacando sus impactos en la motivación estudiantil y el compromiso social. Finalmente, se proponen recomendaciones para implementar estas innovaciones en instituciones latinoamericanas, enfatizando la necesidad de colaboraciones interdisciplinarias y evaluaciones continuas. Este trabajo busca inspirar un cambio en la educación ingenieril que priorice la equidad y la sostenibilidad, contribuyendo a un mundo más justo.
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