Pedagogical accompaniment in didactic planning for the strengthening of the learning processes in higher education

Abstract

Pedagogical accompaniment in didactic planning is a key element to ensure educational quality and enhance learning processes. For the Economic and Social Sciences knowledge area at the Bluefields Indian and Caribbean University regional center in El Rama, this represents both a challenge and an opportunity to strengthen teaching practice. The main objective of the study was to analyze the pedagogical accompaniment in didactic planning: describe its process, identify strengths and weaknesses, and formulate an action plan that contributes to its improvement. The study, which follows a qualitative approach, was conducted with a census sample of 29 active faculty members from the Economic and Social Sciences knowledge area and the secretariat of Academic Records. Self-administered surveys, interviews, class observations, and focus groups were applied. The analysis was based on categorization, diagramming, coding, and conceptual networks, complemented by triangulation and content analysis, allowing the identification of significant patterns and relationships. The results show that pedagogical accompaniment is an ongoing process, having identified lack of an institutional manual and systematization, as well as limited feedback, which impact planning and learning. However, among the strengths identified was the teachers’ willingness to participate in these activities. Based on these findings, an action plan and a competency-based training plan were designed, both aimed at contributing to a more comprehensive academic development through the optimization of didactic planning, improvement of feedback, and the promotion of continuous accompaniment.