Undergraduate Education and Pedagogy

Abstract

The complex challenges facing university education continue to be a subject of national debate in Colombia, examined through the various variables that influence the daily operations of higher education institutions. This article addresses this topic from the perspective of the professional practice of undergraduate educators—focusing not on their individual professional competence or technical application, but on their adherence to an educational model that fails to ensure that graduates from this level are well positioned for future professional success. The study addresses issues that experts consider foundational axes of education—applicable not only at the university level but across all stages of schooling, including primary and secondary education—such as student attrition and the implementation of pedagogical policies that genuinely align with learners' interests, among others. Employing an analytical approach, the study does not formulate an initial hypothesis; instead, it takes the indicators of efficiency, efficacy, and quality in Colombian higher education—specifically at the undergraduate level—as a benchmark. These metrics are evaluated in light of foundational literature from scholars who, over previous decades, have identified structural issues that remain widely recognized yet minimally or never addressed toward a definitive solution.