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Trends for the Future of Education Programs for Professional Development

Author

Listed:
  • María Soledad Ramírez-Montoya

    (School of Humanities and Education, Tecnologico de Monterrey, Monterrey 64849, Mexico)

  • Lucy Andrade-Vargas

    (Faculty of Social Sciences, Education and Humanities, Universidad Técnica Particular de Loja, Loja 1101608, Ecuador)

  • Diana Rivera-Rogel

    (Faculty of Social Sciences, Education and Humanities, Universidad Técnica Particular de Loja, Loja 1101608, Ecuador)

  • May Portuguez-Castro

    (Institute for the Future of Education, Tecnologico de Monterrey, Monterrey 64849, Mexico)

Abstract

Scientific and technological developments bring new requirements for university education and, particularly, the training of education professionals. There is a regular need to update curricula to integrate market trends and educational approaches. It is necessary to know future trends in education and teaching programs. Our research in a higher education institution in Ecuador focused on providing perspectives on the future of educational programs by analyzing trends in educational programs’ designs, students and professors’ needs for innovative education. We used the descriptive/exploratory case study method, employing quantitative surveys and qualitative interviews, focus groups and benchmarking as instruments. The surveys were applied to 337 current students, 384 potential students and 313 graduates of Educational Sciences. We conducted interviews with 20 experts from Mexico, Spain, Colombia and Ecuador. We held focus groups with 32 education professionals, including rectors, principals, educational specialists and primary, secondary and university teachers. Benchmarking was used in our analysis of ten universities. The results focused on five elements that were units of analysis (1) characteristics of education programs, (2) student requirements, (3) required educational modalities, (4) trends in education and (5) future of education programs. The data and results may be of interest to decision-makers, academicians, researchers, students and citizens interested in professional education and other disciplinary areas.

Suggested Citation

  • María Soledad Ramírez-Montoya & Lucy Andrade-Vargas & Diana Rivera-Rogel & May Portuguez-Castro, 2021. "Trends for the Future of Education Programs for Professional Development," Sustainability, MDPI, vol. 13(13), pages 1-17, June.
    • Handle: RePEc:gam:jsusta:v:13:y:2021:i:13:p:7244-:d:584277
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    References listed on IDEAS

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    3. Eli Talbert & Tara Hofkens & Ming-Te Wang, 2019. "Does student-centered instruction engage students differently? The moderation effect of student ethnicity," The Journal of Educational Research, Taylor & Francis Journals, vol. 112(3), pages 327-341, May.
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    Cited by:

    1. Łukasz Sułkowski & Katarzyna Kolasińska-Morawska & Robert Seliga & Piotr Buła & Paweł Morawski, 2021. "Sustainability Culture of Polish Universities in Professionalization of Management," Sustainability, MDPI, vol. 13(24), pages 1-22, December.
    2. Kiomi Matsumoto-Royo & Maria Soledad Ramírez-Montoya & Paulette Conget, 2021. "Opportunities to Develop Lifelong Learning Tendencies in Practice-Based Teacher Education: Getting Ready for Education 4.0," Future Internet, MDPI, vol. 13(11), pages 1-17, November.
    3. Anđelka Štilić & Edisa Puška & Adis Puška & Darko Božanić, 2023. "An Expert-Opinion-Based Evaluation Framework for Sustainable Technology-Enhanced Learning Using Z-Numbers and Fuzzy Logarithm Methodology of Additive Weights," Sustainability, MDPI, vol. 15(16), pages 1-18, August.
    4. Rocsana Bucea-Manea-Țoniş & Valentin Kuleto & Simona Corina Dobre Gudei & Costin Lianu & Cosmin Lianu & Milena P. Ilić & Dan Păun, 2022. "Artificial Intelligence Potential in Higher Education Institutions Enhanced Learning Environment in Romania and Serbia," Sustainability, MDPI, vol. 14(10), pages 1-18, May.
    5. Chung Kwan Lo & Gaowei Chen, 2021. "Improving Experienced Mathematics Teachers’ Classroom Talk: A Visual Learning Analytics Approach to Professional Development," Sustainability, MDPI, vol. 13(15), pages 1-18, August.
    6. Jia Zhang & Qinan Huang & Jianmei Xu, 2022. "The Relationships among Transformational Leadership, Professional Learning Communities and Teachers’ Job Satisfaction in China: What Do the Principals Think?," Sustainability, MDPI, vol. 14(4), pages 1-17, February.
    7. Ilie Gligorea & Muhammad Usman Yaseen & Marius Cioca & Hortensia Gorski & Romana Oancea, 2022. "An Interpretable Framework for an Efficient Analysis of Students’ Academic Performance," Sustainability, MDPI, vol. 14(14), pages 1-21, July.

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