Admission Profile and Sense of Community: Pedagogical Challenges for Universities in the Face of Social Complexity

Abstract

Objective: To reflect on the structural gaps between the profile of incoming university students and institutional demands, in order to propose a more inclusive and socially committed pedagogical model.

Methodology: A theoretical and documentary review of specialized bibliographic sources on incoming student profiles, transdisciplinary models, community reflection, and university professional training was conducted. The study adopts an exploratory qualitative approach, with the aim of constructing an argumentative framework that allows for questioning and reinterpreting pedagogical practices from a critical perspective.

Conclusions: The gaps between incoming student profiles and university demands continue to be a major challenge in recent years. Therefore, understanding the incoming student profile is useful, but insufficient without reviewing pedagogical and formative practices in higher education. The results of the study indicate the need for a more inclusive educational model that values ​​students' knowledge, experiences, and contexts.