Methodological curricular route for the design of study plans and programs

Abstract

This study presents a methodological framework for curriculum design, emphasizing the role of context as a foundational element in defining the desired professional profile. The goal is to develop a robust curriculum that contributes to institutional growth, personal development, social cohesion, economic progress, and environmental sustainability. Employing an interpretive paradigm and qualitative methodology, grounded theory was used to identify and analyze categories through open, axial, and selective coding, supported by in-depth observations and interviews with curriculum committees. The findings highlight the necessity of a coherent and systematic approach that integrates contextual factors with essential educational elements. The research underscores the importance of stakeholder engagement throughout the curriculum design process to ensure its relevance and effectiveness. It concludes with a call for innovative curricular methodologies in higher education institutions in El Salvador, advocating for holistic professional training that meets contemporary societal demands. The study also identifies common issues in traditional curriculum planning, such as limited participation from teachers, students, and the broader community, along with a disconnect between theory and practice. It stresses the need for a methodology that fosters critical reflection and addresses contextual challenges, offering innovative solutions for professional education.