Contextualized university training in agroecology and adaptation to climate change, models and strategies (Original)

Abstract

Currently, higher education faces challenges that influence the achievement of its social mission, focused on raising the quality of education and the comprehensive training of future professionals, especially those responsible for consciously executing agronomic tasks. for the protection and conservation of the environment and adaptation to climate change. The objective of the study was to analyze the results of the application of strategies, methods and instruments that support contextualized teaching-learning in the Agroecology subject of the Technical University of Cotopaxi, La Maná extension. The study used a descriptive quantitative design approach and the development of the subject was supported by the Emancipatory Pedagogical Model, which promotes inclusion and social commitment. The sample was made up of 50 students, using the questionnaire as a tool. The high level of student satisfaction with the quality of the training and its contribution to satisfying the urgent need to promote a new agricultural paradigm that ensures sufficient healthy and accessible food for the growing world population, with the appropriate and rational use of resources and within a climate change scenario. The impact of teaching-learning strategies such as graphic organizers, collaborative analysis of real data and, to a lesser extent, the case-based and project methods is recognized; as well as rubrics and checklists as evaluation instruments and their contribution to the development of the metacognitive process.