The communicative competences from the inclusive in the socio-educational of the professional of higher education

Abstract

Introduction: Contemporary higher education requires professionals capable of establishing communicative practices with a socio-educational and inclusive approach, responding to the demands of a dynamic and complex society. This article reflects on the need to improve the communicative competencies of higher education professionals from an inclusive perspective, integrating logical, epistemological, and methodological functions for comprehensive training. Materials and methods: The research was based on theoretical methods, including analysis-synthesis, induction-deduction, and dialectical hermeneutics, applied to a thorough analysis of the problem within the context of Cuban higher education. Results: The study reveals the need to systematize dialectical relationships from an inclusive communicative approach, highlighting the importance of interdisciplinarity in the curriculum to achieve comprehensive training and assertive communication. Discussion: It is emphasized that inclusive communication skills must be grounded in communication theory and promote contexts that meet individual needs, fostering values and equitable social participation. Conclusions: The persistence of theoretical inconsistencies in the inclusive communication approach is evident, thus requiring an integrative approach that combines the sociocultural, dialogical, and educational dimensions to improve the training of higher education professionals.