부산대학교 도서관

The suspension of the on-site educational process due to the temporary lockdown of Educational Institutions provoked scenarios with their due reactions and repercussions of emergency against the Global Crisis as a result of the COVID-19 virus spread. Since Perú is in the midst of this current crisis, the Education sector asked some questions based on ICACIT accreditation model – such as: Which global macrotrends can be applied in the context of a Post COVID-19 pedagogical practices, in order to achieve Student Outcomes (SOs) from ICACIT, the accreditation model? Three categories were identified based on the previous development: I) Global macrotrends related to the Education Sector; II) The Post COVID-19 pedagogical practice, as a role assumed by the professor involved in the different education spaces in accordance with the different didactive approaches (academicist, technological, cultural interpretative, socio-critical and socio-formative); and III) Student Outcomes (SOs) from ICACIT, the accreditation model. Global macrotrends were selected to be applied in The Post COVID-19 pedagogical practice that contribute in the accomplishment of 12 ICACIT SOs and were consequently classified into three areas: i) Crosscutting Macrotrend (public awareness), ii) the Macrotrend of Post COVID-19 pedagogical practices (Disrupting Education: the assessment of progress, harnessing innovation, multiple senses, co-creation, instant entrepreneurship, the User Experience business-focused model approach for education, and gamification), and iii) the Macrotrend of Support (Networking & Technology).