Methodology for educational guidance in the teaching-learning process of engineering

Abstract

In the 21st century, new challenges for engineering training are emerging, given the evolving technological, economic, and social developments. The comprehensive training of these professionals constitutes the social mandate of the university. Based on this, it is necessary for university professors to prepare for the guidance they perform within the discipline they teach in the training process. Taking this into account, the objective of this article focused on developing a methodology for educational guidance in the engineering teaching-learning process. Theoretical, empirical, and mathematical-statistical research methods were used, which enabled the design and implementation of the methodology. The proposal enables educational guidance actions closely linked to the didactic components of teaching activities. Its implementation helped minimize the shortcomings identified in the assessment and revealed positive impacts that can be seen in significant transformations in the educational guidance provided by teachers in the teaching-learning process of the Mechanical Engineering program at the Technological University of Havana "José Antonio Echeverría", validated through the pedagogical experiment.