Proposal for an educational intervention to strengthen autonomy and professional responsibility in academic education

Abstract

Introduction: Autonomy and professional responsibility are essential competencies for the comprehensive education of higher education students, as they promote decision-making, critical thinking, and commitment to academic activities. Objective: This intervention proposal aimed to promote the development of autonomy and professional responsibility among higher education students, considering these competencies essential for comprehensive education and effective performance in the workplace. Methodology: A pedagogical approach was proposed that prioritizes student participation, critical thinking, self-reflection, and conscious decision-making. The proposal included the implementation of active educational strategies, such as project-based learning, collaborative work, autonomous learning, and the expansion of personalized tutoring. These methodologies position students as the protagonists of the learning process, equipping them with the skills to manage their time, establish personal and professional goals, and engage with their academic and social environments. Furthermore, teacher support was proposed, focusing on the development of socio-emotional and professional skills through opportunities for dialogue, critical reflection, and feedback. Results: The expected outcomes included increased student autonomy, greater personal motivation, and a stronger commitment to professional development. Conclusions: It was concluded that the implementation of various strategies helped strengthen individual and collective responsibility, as well as informed decision-making. The intervention was implemented gradually and adapted to the characteristics of each academic group, ensuring continuous evaluation of the process. General area of study: Education. Specific area of study: Pedagogical innovation. Type of article: original.