The UNA: Challenges and trends

guiding our future

La UNA: Desafíos y tendencias que

orientan nuestro futuro

How to cite: Padron, N. D. J. (2025). The UNA: Challenges and trends guiding our future. Revista Digital

de Investigación y Postgrado, 6(11), 145-158. https://doi.org/10.59654/80pwz224

145

Dilia Josefina Padrón Noriega

https://orcid.org/0009-0005-0261-0034

Barcelona, Anzoátegui state / Venezuela

* Doctorate in Management, Postdoctorate in Postconventional Management, Master's in Managerial Sciences

with a specialization in Finance. Tenured Associate Professor, Universidad Nacional Abierta, Anzoategui Local

Center, Venezuela. Contact email de: diliapadron@gmail.com

Received: July / 15 / 2024 Accepted: August / 28 / 2024

Revista Digital de Investigación y Postgrado, 6(11), 145-158

Electronic ISSN: 2665-038X

https://doi.org/10.59654/80pwz224

Abstract

“The UNA: Challenges and trends shaping our future" is a reflective analysis on the present and

future of higher education, with a specific focus on the National Open University (UNA). It exa-

mines the adoption of hybrid pedagogies, which play a substantial role in the educational de-

bate. The essay discusses the role of universities in being a key player in society and advocates

for a strong commitment to creativity and improvement. The future of the UNA is promising; it

can be achieved through careful planning and visionary leadership, in order to overcome cha-

llenges and establish itself as a leading institution in the training of professionals committed to

the future. Overall, this study provides a comprehensive and structured overview of university

challenges and trends, emphasizing the need for adaptation and continuous improvement in

the field of education.

Keywords: Higher Education, National Open University (UNA), hybrid pedagogies, educational

challenges.

Resumen

“La UNA: Desafíos y tendencias que orientan nuestro futuro" es un análisis reflexivo sobre el

presente y futuro de la educación superior, con enfoque específico en la Universidad Nacional

Abierta (UNA). Se examina la adopción de pedagogías híbridas, las cuales ocupan una parte

sustantiva del debate educativo. En el artículo se razona sobre el papel de las universidades a

la hora de ser el todo en la sociedad y a la defensa vehemente por una dedicación persistente

a la creatividad y la mejora. El mañana de la UNA es promisorio; se puede llevar a cabo con

una planificación cuidadosa y un liderazgo visionario, para superar los desafíos y afirmarse

como una institución líder en la formación de profesionales comprometidos con el porvenir.

En conjunto, este estudio proporciona una visión integral y estructurada de los desafíos y ten-

dencias universitarias, subrayando la necesidad de adaptación y mejora continua en el ámbito

educativo.

Palabras clave: Educación superior, Universidad Nacional Abierta (UNA), pedagogías híbridas,

desafíos educativos.

Introduction

Organizations in the 21st century have been in constant flux, aiming to adapt to the country's

realities and the new paradigms on which society has been centered. Political and economic

pressures have driven social and cultural changes that characterize Venezuelan society and,

consequently, impact both the internal and external contexts of organizations.

In this continuous state of institutional change, such transformations appear to be fixed and

not accidental; they are evident across various social domains, including the nature of social

relations, work, and particularly the development and rise of new information and communi-

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La UNA: Desafíos y tendencias que orientan nuestro futuro

cation technologies. Additionally, the demands of economic globalization, such as quality, ti-

meliness, competitiveness, and increased access, along with the intensification of educational

globalization, call for internationalization as an active response to the globalization of know-

ledge.

In light of this reality, especially within the university context, a new vision is required. Venezuelan

universities, therefore, represent an expression of social democratization and have become a

project of interest for the Venezuelan State, especially today when society is experiencing a pe-

riod of uncertainties and ambiguities. These institutions are called upon to provide social lea-

dership and address the demands of the nation's integral development, taking on the

responsibility of participating in the construction of a new country.

Regarding these issues, dilemmas and discussions about the university's role in acting within a

society aspiring to be participatory and self-managed are prevalent within these institutions.

Thus, public and private universities are in debate, facing ruptures, challenges, readjustments,

and emerging proposals aimed at addressing the crisis, the transition, and the conceptions of

authority, knowledge, and especially the social function of these institutions. This essay analyzes

these trends and how institutions can adjust and thrive in an ever-evolving environment, requi-

ring well-planned strategies of coordination, partnerships, and proposals.

Traits and trends in the current context

The topic of globalization is widely discussed today. It is recognized as a modern social pheno-

menon, driven primarily by scientific and technological advances, especially in communication

and electronics, along with the aspirations of multinational corporations. Globalization is defined

and explained in various ways; Reyes (2008) provides some ideas that, in a way, constitute a

simplified synthesis of the meaning and scope of globalization: Globalization is a set of theore-

tical proposals that highlight two major trends: (a) global communication systems, and (b) eco-

nomic conditions, particularly those related to the mobility of financial and commercial

resources.

However, Brünner offers an interpretation of globalization as the manifestation of four pheno-

mena closely linked to one another: (a) the universalization of markets and the advancement

of post-industrial capitalism, (b) the diffusion of the democratic model as the ideal form of po-

litical organization for States, (c) the telecommunications revolution, leading to the so-called

"information society," and (d) the generalization of a cultural "climate" of the era, known as pos-

tmodernity.

Moreover, the so-called knowledge, information, and learning society in the digital age, as a

paradigm for reorganizing the forms of production, organization, management, and commu-

nication in all areas of human activity, is inaugurating new fields that have fostered the deve-

lopment of a new civilization (cultural revolution), which has been accelerated by the emergence

of the COVID-19 pandemic.

148 Dilia Josefina Padrón Noriega

In addition to the economic, productive, organizational, digital, informational, and commercial

spectrum, this phenomenon presents significant challenges in the realm of state responsibi-

lities in countries like Venezuela. The country has entered a new stage, and therefore, all its

systems and subsystems have as well. In recent years, Venezuela did not align its expectations

with the growing process of globalization, nor did it attempt to align national development

with it.

This phenomenon, which had been taking shape for several years, produced structural effects

on the economy, society, and politics, exacerbating changes in the economic model. This sce-

nario brought severe consequences for the structure of the State, with deregulating reforms

and intervention in social policy, generating sharp increases in poverty, informality, migration,

job insecurity, exclusion, and the deterioration of living conditions for the population.

Thus, one of the fundamental challenges facing higher education is to overcome these obstacles

in order to help build structural changes in the country while addressing social and environ-

mental needs. This requires appropriate curricula, content, and educational models, as well as

the adaptation of teaching qualifications to stay at the forefront of these transformations in a

dynamic way.

Liquid society, technology, and digitalization

This new 21st-century society is rapidly being built with information and communication te-

chnologies. Its foundations support daily activities across the spheres of the economy, health,

housing, food, transportation, and, of course, education. Institutions dedicated to the transmis-

sion of knowledge are compelled to incorporate these tools for both general and specialized

education; however, their integration into the educational process also presents challenges.

We are witnessing the dissolution of the human sense of social belonging, giving way to a more

defined individuality. The human being experiences independence, and society is no longer a

mere sum of individualities but the collective of those individualities. According to Bauman

(2003), we are in the context of liquid modernity, where the challenge lies in building a future

and finding solutions to contemporary difficulties, as well as understanding the new ways of

relating to knowledge that emerge in today’s dynamics.

Bauman (2003) explores the attributes of capitalist society that have endured over time and ar-

gues that everything changes from one moment to the next; we are consistent with these chan-

ges and think that nothing is permanent. We live in a present where everything is consumable

and elastic, including human beings. The values and dogmas of previous generations were solid,

but today, nothing is unbreakable or fixed. This leads to significant variations across all social,

economic, political, cultural, and educational spaces.

It is therefore necessary to establish new methods and adopt tools and concepts that allow us

to engage with the emerging scenarios for knowledge and interaction between individuals. Li-

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quid learning (Bauman, 2008) is "a type of education that adapts to change," offering a wealth

of possibilities in a globalized world. It is a form of education that breaks with established solidity

and prepares individuals to live in a changing world filled with information, networked behavior,

connectivity, and engagement in communities of practice.

The adaptation of the UNA to these changes is framed within the context of the digital, know-

ledge, and information society, or learning society, embodying the voice of this liquid volatility.

This adaptation involves not only convergent and divergent dynamics but also the inclusion of

technology in academic spaces, resulting in changes in the management and production of

knowledge.

Hybrid pedagogies

In the academic realm, the experiences and lessons imposed by the COVID-19 pandemic have

led to the projection of a hybrid model in the teaching-learning process, adapted to new te-

chnologies. The teaching model at the UNA must adapt to this technology, as it allows for

synchronous and asynchronous communication across distant locations.

Thus, the hybrid concept offers an opportunity for coherence in teaching and learning, as

it implies growth and spatial-temporal stability (synchronous and asynchronous) within the

educational environment. According to Duart et al. (2008, p. 76), “this training modality is

defined by the intertwined use of presence and non-presence in the classroom. This can

only be achieved by modifying the design and teaching planning of courses and subjects.”

In this context, face-to-face interactions are integrated with the opportunities offered by digital

technology. This communicative association opens up a new didactic space, where both teachers

and students use physical and intangible tools to model meaningful learning. Hybrid pedagogy

requires a flexible curriculum that integrates in-person and virtual activities in a coherent man-

ner.

On the other hand, Graham (2006) emphasizes that hybrid learning is the fusion of two ar-

chetypal learning environments, where traditional face-to-face learning has existed for centuries.

However, the exponential growth and expansion of distributed learning environments align with

the increasing technological possibilities for distributed communication and interaction. Graham

argues that, in the past, there has been a significant contrast between these two learning envi-

ronments, using different combinations of media and methods, and targeting different audien-

ces.

The main challenge in designing and developing hybrid environments lies in understanding

that this is a new educational modality with particular characteristics. When well understood, it

can lead to the best use of both in-person and virtual possibilities. Viewing hybrid environments

as either in-person environments with virtual support elements or virtual environments with

some in-person encounters reduces the full potential of this modality.

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National university scenario

In the Venezuelan case, universities today find themselves in an increasingly complex and dyna-

mic environment, facing the challenge of changing and innovating an educational method that

presents conservationist and traditionalist characteristics at all levels and modalities of education.

In this scenario, the university organization is presented with numerous challenges, to which it

must respond both within the system itself and from the institutional position of each university.

A process of university transformation is necessary, with policies, programs, and management

styles that allow for revitalization.

Today, the higher education system has led to universities that, with few exceptions, do not

meet minimum quality standards in university functions such as undergraduate and postgra-

duate teaching, research and innovation, humanities development, artistic creation and pro-

duction, extension, and communication. This has caused distortions in the functioning of

universities, low student enrollment, insufficient funding, and a considerable loss of academic

human capital.

Venezuelan universities resist; their staff suffers from deep demotivation, induced by an admi-

nistration that imposes its manifest incapacity. Institutions lack the authority to respond to their

staff, who endure low wages that restrict their ability to face the harsh economic and social re-

alities. Students, maintaining low enrollment, struggle to participate in virtual spaces applied in

this new reality, many of them without the resources or basic services (computers, smartphones,

and connectivity) necessary for online learning. At the same time, university authorities bear

the weight of managing institutions with insufficient financial resources to maintain large infras-

tructures and obsolete technological resources.

Education from home is promoted, assuming that everyone has computers, smartphones, and

internet access, along with electricity. However, the virtualization of education faces significant

challenges, given the lack of equipment, connectivity, and economic resources, as well as limited

opportunities for technological updates. In this context, universities suffer from neglect, relying

on the goodwill of their staff to continue functioning, having been left to their fate in terms of

funding and without a national development strategy, which should be the foundation of the

role of state universities worldwide.

In this context of demands, the Venezuelan university system is called to reimagine itself with

new formats that keep it current, fulfilling its social and scientific relevance and transcending

existing boundaries. The trend is to project higher education into a “new stage, not from the li-

mits of existing transformation, but from the rupture brought by a new paradigm of lifelong

learning and knowledge management, with social responsibility” (Aponte, 2008, p. 147).

Beyond some advances and the current uncertainties, state funding for universities continues

to maintain an extremely complex environment for institutional management, forcing them to

adapt to the logic of the market and business, which undermines their educational and public

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mission. Despite this adverse framework, UNA has managed to maintain its standing, as evi-

denced by the preference of students to pursue undergraduate and postgraduate degrees.

The National Open University

The creation and launch of the UNA on September 27, 1977, did not simply represent adding

another university to the existing ones at the time. The formation of UNA embodied a bold

effort at innovation, moving from the design phase to full and regular operation through a

large-scale model that had no prior opportunity to be tested.

The proposal to establish a large distance-learning university—UNA—was initially well-received

politically. UNA emerged as an alternative for training qualified and entrepreneurial professionals

in areas crucial to social development, ensuring their integration into both national and inter-

national labor markets.

Additionally, the University has gone through various stages in its academic history. Gradually,

it has evolved, responding to the changes that have taken place in the social, political, and eco-

nomic contexts, even as it has consistently upheld the fundamental principles that form its core

pillars, allowing it to endure over time.

University innovation is therefore a necessity in today's world. Given the new realities of globa-

lization, the creation of larger economic zones, the acceleration of communications, competi-

tiveness, and the emergence of new knowledge, higher education faces significant challenges.

These can only be addressed through profound and systematic processes of change.

Context UNA

Universities have been assigned various functions that, while historically they have taken on dif-

ferent forms, have nonetheless maintained a certain continuity. In recent years, the role of pro-

moting the social, cultural, and economic development of the surrounding society has been

increasingly emphasized. The current outlook forces us to view higher education through a va-

riety of contexts influenced by political variables. One such scenario includes ongoing economic

decline, reduced private-sector employment, public-sector job restrictions, and insecurity. All

these factors point to the continuation and worsening of the university crisis, compounded by

ongoing migration.

The economic crisis and its mismanagement have undoubtedly affected budgetary resources

and led to a decline in both faculty and student numbers. Additionally, it has impacted the se-

curity of university buildings, which have become targets for theft and vandalism, resulting in

the loss of technical equipment and much of the electrical, sanitary, and management infras-

tructure.

The University must develop strategies based on its distinctive capabilities, while also considering

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152 Dilia Josefina Padrón Noriega

the social, economic, and regulatory contexts. In the proposal process, several problems affec-

ting the university were identified and grouped according to their process and substantive func-

tion. Below, the problems are outlined, followed by proposals on how these challenges can be

viewed as opportunities for UNA.

Current situation of campuses, staff, technology, and advisors/counselors

Local Centers and Support Units with damaged infrastructure and no students. •

Facilities in use and disuse. •

Need for teaching, administrative, and labor staff. •

Current need for technological infrastructure at UNA. •

Lack of connectivity. •

Obsolescence and deterioration of equipment. •

The Local Centers, which serve as the university's representation points in various states, face

similar problems across the country. These include the deterioration of physical infrastructure,

the lack of basic services like potable water and electricity, the absence of air conditioning, and

the lack of internet connectivity. Furthermore, the institution has been the victim of theft and

vandalism, with most incidents remaining unresolved. These criminal acts have led to the loss

of essential equipment and materials for university teaching, which cannot be replaced due to

budget constraints.

To describe the current conditions at UNA, one could visit any of its campuses, observe what is

seen, and fill in the name of any city. UNA shares a mirrored reality with its sister institutions.

This refers to its universe: infrastructure, teaching, labor, and administrative staff, and students.

Although some of its buildings have been empty or nearly empty in recent years, it is the human

capital that has kept the university alive. UNA should be capable of managing not only a vast

infrastructure but everything that comes with it, as it once did. However, the university has failed

to meet its obligations to provide the necessary resources, leading to the abandonment of its

facilities.

Another issue is the academic offerings, which are weak, along with the absence of students

and the lack of academic staff in several areas. This creates disorganization between adminis-

trative and academic processes and resources, leading to problems in coordinating methods

and a lack of investment in physical, technological, and human resources.

Administrative processes, such as purchasing materials, are slow, delaying the execution of tasks

and ignoring established schedules. Delays in the approval of human resource contracts and

financial allocations reduce the visibility and competitiveness of the university. Administrative

processes support core functions, but the management of these processes faces common pro-

blems, affecting multiple actors. These issues are mainly evident in the lack of administrative

staff and financial resources.

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Another key challenge is the obsolescence of technological infrastructure and the lack of con-

nectivity, which does not adequately support academic processes, leading to delays. There is a

lack of development guidelines for a virtual wellness program that would impact administrative

processes. The infrastructure is not suitable for such processes, resulting in low participation

and integration due to the absence of appropriate, well-equipped spaces where users can ac-

cess information.

Overall, there is a deficiency and insufficiency in the physical infrastructure, equipment, and

connectivity, which prevent UNA from maintaining the level of visibility and image positioning

necessary to ensure the successful execution of its core functions. This deficiency also limits the

ability to carry out various university activities freely.

Enrollment, advising/counseling, instructional material development, and evalua-

tion

Low undergraduate enrollment. •

Degree programs with few students. •

Failures in processes. •

Development of teaching resources. •

Evaluation strategies. •

The main issues affecting student enrollment at UNA are largely a result of the economic crisis

and emigration, leading to a decrease in the number of new students. Another factor impacting

students is the lack of effective communication channels with advisors, either due to a shortage

of advisors or the lack of connectivity and equipment. In addition, the absence of adequate fo-

llow-up and evaluation strategies often renders them ineffective. Students also miss opportu-

nities to participate in wellness programs, sometimes due to a lack of awareness, as they often

do not receive timely information, which leads to dissatisfaction.

UNA is current Integrated Information System has notable weaknesses. Although the system

met user demands in the recent past, the technology it relies on has become obsolete. A com-

prehensive diagnosis is needed to identify areas for improvement, which would allow for more

efficient management. Moreover, new teaching and learning guidelines must be established to

help students acquire knowledge, skills, and competencies. It is essential to move beyond the

mechanical repetition of information, which is now easily and quickly accessible.

In this context, university performance evaluations are often seen as a way to assess the know-

ledge, skills, and competencies required in future professional life, which are reflected in grades.

Currently, there is no commonly accepted model that serves as a reference for how to optimally

assess learning that takes place remotely.

Furthermore, the availability of written and digital bibliographic resources is limited. Unlike prin-

ted books, which involve significant costs for paper, ink, and printing, digital files can be copied

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154 Dilia Josefina Padrón Noriega

thousands of times without additional expenses. However, creating, distributing, and updating

digital materials is not necessarily cheaper. The ongoing crisis has slowly integrated e-books

into university libraries, aligning with the current learning contexts where online resources are

becoming increasingly vital.

Digital technologies offer immense opportunities in terms of access, storage, and information

transmission. Digital reading environments also offer ways of presenting information that are

difficult or impossible to replicate in print, significantly altering how we read. Digital materials

can be adapted to the competency levels of individual readers, facilitating flexible learning pro-

cesses tailored to each learner's needs and development. However, empirical research indicates

that the characteristics of digital screens may also encourage less favorable reading habits and

thinking patterns.

UNA could capitalize on the benefits of modern educational technology by enhancing the de-

velopment of digital audiovisual content and adapting evaluation strategies to the nature and

characteristics of technology-mediated education.

According to an analysis of the most relevant problems in the institution's core and supporting

functions, the most recurring issues include the lack of coordination in core teaching functions,

the absence of strategies and policies in various processes, communication and information

failures, poor management, little to no allocation of resources for Local Centers, insufficient te-

chnological resources and tools, and delays in processes that integrate academics and admi-

nistration, which result in fundamental issues.

Challenges, trends, and opportunities shaping our future

The university must develop its strategies based on its distinctive strengths while also considering

the social, economic, and regulatory context. Incorporating a culture of continuous information

gathering—both internal and contextual—is essential. This information, when viewed holistically

and from a competitive perspective, allows for a strategic analysis that helps define where we

want to be in the coming years. Below, we outline the challenges and trends, and how they

present opportunities for UNA.

Current situation of facilities, personnel, technology, and advisors/counselors

Facilities in use and disuse, with deteriorated equipment, furniture, and green spaces. •

Local Centers and Support Units without students. •

Shortage of administrative and labor staff. •

Urgent need for technological infrastructure at UNA. •

Lack of connectivity. •

Obsolescence and deterioration of equipment. •

Insufficient academic staff. •

Lack of motivation. •

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Enrollment, advising/counseling, instructional material development, and evalua-

tion

Low undergraduate enrollment. •

Programs with few students. •

Process failures. •

Increase in postgraduate enrollment. •

Mixed educational system. •

Development of teaching resources. •

Evaluation strategies. •

UNA has an opportunity to align itself as an agile organization in a constant state of change to

meet its objectives in a rapidly shifting environment. This requires a high capacity for anticipation

and a decisive action-oriented mindset. The university must continuously adapt to new societal

needs and requirements, redesigning strategies for advising, supporting, and tracking students'

trajectories. Early interventions in cases of academic lag or potential dropout are essential, as

is strengthening the teaching and learning processes through didactic-pedagogical strategies

focused on meaningful learning, integrated into the curriculum.

UNA should become a university that fully leverages current educational technology, promotes

the development of digital audiovisual content, and adapts its evaluation strategies to the nature

and characteristics of technology-mediated education. Additionally, the institution must remain

competitive in teaching, research, outreach, engagement, and services.

The most complex challenge to date is to conceive and promote a new way of approaching

the university's system, with a central focus on developing human, technical, and institutional

capacities. These are essential to fulfilling new missions in an uncertain and rapidly changing

social context marked by increasing inequality. Neither an adjustment nor a reorganization of

the existing system will suffice for the current situation; the necessary change demands potent

strategies that reorganize and restructure the entire model. This change must also shift the pre-

vailing perceptions and beliefs regarding how to manage processes and with whom.

It is important to remember that organizations are led by people, and their actions depend on

their mindset. For a traditional university, it is often difficult to adapt to the accelerated changes

required by current trends and mega-trends, as these often contain contradictory and even

antagonistic elements. Reforms cannot simply be decreed; they must evolve through a process

in which multi- and transdisciplinary teams, with boldness, creativity, and cutting-edge know-

ledge, chart a path toward a future of proactive action.

Today, UNA is tasked with breaking away from entrenched paradigms and rethinking itself as

an institution essential to addressing the significant challenges of the contemporary world. UNA

should focus on training citizens capable of building a more open, fair society based on solidarity

and respect for human rights. Above all, it must become a university committed to improving

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156 Dilia Josefina Padrón Noriega

the quality of life for the population. UNA needs to transform itself into a new, renewed, and crea-

tive institution, willing to accept and embrace the challenge of self-transformation—a challenge

that must be led both internally and externally, as the country demands it, and so does our era.

The university we want

It is possible that, without the pandemic, the changes in administrative and teaching methods

would have been slower. It is also true that universities entered this new world without adequate

preparation. However, it remains valid that institutions reinvented themselves to continue their

teaching and learning processes to the best of their ability. Faculty members used every available

tool to continue teaching their respective disciplines, demonstrating proactivity in overcoming

the technological obstacles that arose.

This is a complex reality that the university, in the current context, must face. Addressing it will

require well-coordinated and articulated strategies and plans. To move forward, a diagnosis of

UNA is current state is necessary to project its functionality.

This diagnosis will allow UNA to improve while adapting to change. It is crucial to project the

future by setting institutional, functional, and operational objectives and adjusting the organi-

zational structure to meet the demands of the times. At the same time, it is vital to recover the

functions that have been sidelined. All of this must align with current trends, challenges, and

developments in education: globalization, international dimension and cooperation, problem-

solving, capacity integration, technological change, ICT advancements, knowledge manage-

ment, and studies.

Significant challenges loom on the horizon. However, the lessons learned offer a glimmer of

hope amidst uncertainty. The path forward compels us to envision a renewed Open National

University—an institution committed to 21st-century processes that demand the use of virtual

mechanisms for the academic functions that define our university. UNA is adaptation will require

the reassessment of new competencies in administrative processes, teaching, research, outreach,

and service, many of which are already being updated.

UNA was born with a specific mission: to strengthen the higher education system by producing

graduates with clear competencies and a strong connection to the social sector. These qualities

have enabled graduates to successfully enter the labor market. UNA has fully met this mission

and now finds itself at a new stage, one that requires the reorientation of the institution to im-

plement changes and achieve consolidation.

Final reflections

This prolonged crisis presents an opportunity to collectively reflect on the University we want.

Therefore, priorities must be defined, actions guided, and efforts coordinated toward a goal

that must be both consensual and shared. It is essential, first and foremost, to work from public

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policy, as education is a public good, and as such, the State must be the primary guarantor of

the right to it. This means that the public administration must ensure the necessary conditions

for the educational community to perform its functions under any circumstances and for ever-

yone.

Secondly, collaboration as a strategy. The priority is to build solutions by recognizing the im-

portance of dialogue and shared learning, as well as the joint responsibility among the various

actors involved in the educational process. A third point refers to institutional strengthening

and capacity development. This involves promoting all actions aimed at having a stronger ins-

titution, with greater capacity to respond to the demands of an ever-changing context.

Finally, thinking with a future-oriented mindset. We must be aware of the risks that come with

failing to promote strategies that drive the transformation of the University. Viewing adversity

as an opportunity for improvement is crucial. We are facing a pivotal moment, a unique op-

portunity to embark on meaningful change, fostering equity and quality that reaffirms educa-

tion's ability not only to reform the individual but also as a tool for building a more just society.

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