Curricular management in short-cycle higher education: diagnostic analysis in cuban universities

Abstract

Introduction: This research diagnoses the competency-based curriculum management in short-cycle higher education at Cuban universities, identifying shortcomings in training that limit graduates' practical preparation for creatively solving professional problems, as evidenced by the dissatisfaction of 52% of employers. Materials and methods: Under a socio-critical paradigm with a mixed-methods approach, theoretical (analysis-synthesis, induction-deduction) and empirical (observation, interviews, surveys, document review, and AI-enhanced digital journals) methods were used with a purposive sample of students, graduates, faculty, administrators, methodologists, and employers from three universities and four Higher Technical programs. Results: The diagnosis revealed that 56% of students did not identify professional problems, 85% perceived an excessive theoretical workload in their practical training, and 45% of graduates felt that the training did not consolidate their skills. Employers (93.56%) indicated deficiencies in innovative skills and basic knowledge, limiting the assignment of responsibilities. Discussion: Shortcomings in curriculum management are confirmed, including a limited understanding of training needs, deficiencies in the methodological work of teaching staff, and insufficient integration between theoretical knowledge and practical skills, which hinders relevant job performance. Conclusions: Significant deficiencies exist in curriculum management and the professional training of advanced technicians, creating a gap with labor market demands and validating the urgent need to move towards a competency-based approach that flexibly integrates theoretical training with the practical needs of the regions.