Innovation in Ecuadorian Higher Education for the Development of Competencies: A Review from Epistemology

Abstract

Introduction: The era of knowledge mediated by the use of technology has transformed Ecuadorian Higher Education, where traditional pedagogical trends are still applied. Therefore, the emergence of new educational environments and the need for greater development of competencies are the references that encourage the development of inquiry. Objective: To analyze the epistemology of Higher Education in innovation for the development of competencies. Materials and Methods: The research focuses on the qualitative approach; the methods that have guided the study have been inductive-deductive, historical-logical, and analysis-synthesis; and the technique for collecting information was documentary review. Results: The theoretical foundations highlight that epistemology focuses on the study of human knowledge; furthermore, constant innovation is a necessity for the academic community, which leads to collective participation in universities; thus, innovation encompasses the improvement of teaching practices and the attitude of university students. Thus, competency-based training seeks to develop skills and abilities through teaching methodologies that foster active learning. Conclusions: The epistemology of Higher Education is a very important reference that guides innovation as a catapult for the development of competencies in professionals in training.