The constant changes in the world and society compel a transformation in education as well. New technologies, digital interaction, and the Internet have revolutionized the ways of communication, learning, and teaching. Global interaction has driven this transformation, bringing with it social and educational challenges. In Mexico, it is necessary to change educational models to educate the new generations.
Today's society is preparing to welcome future generations with a vision of creative, entrepreneurial, critical individuals who are proficient in information and communication technologies (ICT), adaptable to various social and work environments, dynamic, and capable of working with anyone, anywhere, and at any time. This is the direction education must adapt to.
Based on this social transition, an educational model must be designed and implemented to allow sustainable personal development through care and respect for the environment. This is why the United Nations, through its Sustainable Development Goals, has made quality education its fourth objective. It states: “Education is the foundation for improving our lives and sustainable development. Besides improving individual quality of life, access to inclusive and equitable education can equip locals with the tools needed to develop innovative solutions to the world’s greatest problems” (UN website).
In light of this social-technological transformation, various specialists highlight the need for innovation in the educational model based on the integration of disciplines and learning (with creativity and reasoning) over teaching, leveraging ICT. As Silvia Pradas, a teacher and director of the Master's in Neuropsychology and Education at the International University of La Rioja (UNIR), asserts, “We need to educate the future citizens of the world.” From this perspective, five major educational challenges of the 21st century are identified: (1) Equal access to quality technical, vocational, and higher education, including university education (UN); (2) Transitioning from teaching centers to learning centers with the student as the central focus; (3) Competency-based content with the use of ICT; (4) New evaluation techniques; (5) Fostering creativity through conducive spaces and conditions.
In this period of educational transition, Mexico is lagging due to the lack of educational reforms aimed at developing an educational policy. The Mexican educational system ranks low among the countries of the Organization for Economic Cooperation and Development (OECD). Schools face new challenges, including improving the quality of student learning, access to educational services, and leveraging technology. Families and school mentors are the most crucial pillars of students' comprehensive development.
From the Presidency of the Republic, an Educational Reform was established proposing a comprehensive education, with three fundamental objectives: first, the “professionalization of the teaching role, improving facilities, using information and communication technologies, and conducting periodic evaluations”; second, “equity and inclusion in education, reducing inequalities in access to educational services”; and finally, “involving parents and Mexican society as a whole.” However, the educational reality falls short of these goals: primarily in its general implementation, where it proposes structural changes (mainly administrative) but weakens its content proposal for teachers and students; and secondly, facing political and governmental restructuring in our country, leading to potential cancellation or restructuring of this Educational Reform.
Based on the previous educational vision, among the educational challenges in Mexico—starting with a redefinition of its educational policy—are: (1) Hiring a better teaching staff at all educational levels; (2) Implementing new educational programs that encourage reading and technical programs; (3) Leveraging ICT; (4) Achieving equity and quality in free services to reduce educational absenteeism.
Facing current challenges and the educational proposal, institutions become specialized centers for knowledge dissemination with the student as the main focus. However, the demand is high, leading to entities emerging to meet the academic needs resulting from new educational developments. An example is DiME, an institute focused on developing students' skills and competencies through a specialized teaching staff and alliances with national and international institutions, offering a personalized student program.
DiME offers a knowledge option in response to new international challenges. In collaboration with high-level professionals in economic, humanities, business management, architecture, and engineering areas, as well as prestigious national and international universities, DiME has created a curriculum based on reasoning and practical content application. The focus is on the student's comprehensive development, academically, athletically, and culturally.
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Email: contacto@dimeschool.com.mx
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