CURRICULAR TRANSFORMATION IN SOCIOLOGY TO ENHANCE THE COMPREHENSIVE DEVELOPMENT OF PROFESSIONALS AT THE UNIVERSITY OF GUAYAQUIL

Abstract

This article analyzes the curricular change implemented in the Sociology program at the University of Guayaquil, with the aim of incorporating competencies that strengthen the professional profile of graduates and respond to the demands of an academic and social environment in constant evolution. The curriculum design is understood as a social process that should be based on a comprehensive evaluation of the educational program, considering the context, academic goals, admission and graduation profiles, and learning outcomes. Within this framework, the critical points of higher education are addressed, such as the new educational model, learning assessment, epistemological constructs, and the policies of the National Good Living Plan (PNBV). Using a qualitative methodology, the curricular adjustments are analyzed, which were socialized and validated through meetings with alumni, staff, and a multidisciplinary group of administrators, professors, and representatives of social organizations. The validation of the curricular redesign was carried out using descriptive and logical indicators, ensuring the relevance and effectiveness of the process. The proposed changes aim to strengthen academic training, promote a critical and reflective perspective, and align the graduate profile with the demands of the environment and the objectives of the society's integral development