THE NEED FOR HOLISTIC TRAINING OF UNIVERSITY PROFESSORS TO ENSURE THE FUNDAMENTAL RIGHT TO EDUCATION

Abstract

This article examines the disparity between the pedagogical training of university professors and their effectiveness in communicating their research. Using a qualitative methodology, the study includes a comprehensive literature review on the evolution of pedagogical training in higher education, as well as an analysis of teaching materials and pedagogical practices across different institutions. The study is structured into chapters that initially address the history and fundamental concepts of university pedagogy. It then provides a critical analysis of traditional teaching methods, comparing them with more modern and effective practices. The study also evaluates the supporting materials used in training, such as books and pedagogical guides, identifying their limitations. The paper concludes with proposals for reforming training programs, suggesting the inclusion of strategies that better integrate theory with practice in the classroom, aiming to promote clearer and more meaningful communication that takes into account student characteristics and enhances the quality of higher education.