Model for educational orientation in the university teaching-learning process

Abstract

Contributing to the personal growth of university students is an important consideration in the design of curricula, given the need to develop professionals with intellectual potential and personal resources that enable them to interact in the society in which they live. In this sense, teachers face new challenges given the technological, economic, and social developments in which professionals are inserted in today's world. For this reason, university professors must be prepared to guide their students in the subjects they teach; hence the importance of considering educational guidance as a resource that contributes to the educational process. The purpose of this study is to design a model for educational guidance in the university teaching-learning process. Theoretical and empirical methods were used to determine the needs of educational guidance and to design the model. The main deficiencies found center on the theoretical and methodological shortcomings required to carry out this work. The essence of the model lies in transforming the educational guidance provided in this context. Its components—purpose, objective, requirements, essential characteristics of educational guidance, methodology for its application, and methods of implementation and evaluation—maintain dialectical interrelationships with each other and with the current context of Cuban higher education.