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University sustainable development: Debates, policies and learning for Ecuador

Abstract:

In this document, we deal with the debate of policies (such as regulations aimed at strengthening scientific research activity in all its broad and complex dimensions) associated with sustainable development in its connection with the university understood as an institution dedicated to knowledge, science, technology and innovation (Nuñez Jover & García Vacacela, 2017). We briefly describe the problems in the social dimension of knowledge, which in some cases has brought with it relativistic, conventional and irrationalism sequels within the academy, in this fragmented university logic, considering also the increase in coverage and access demands have resulted in the introduction of unequal university circuits, with serious problems of free access to education that in turn limits the creation of science and technology for sustainable development; we proceed to argue the urgency of reviewing the epistemological foundations from which we analyze and habitually create university policies for science and technology, and how these should be oriented towards sustainable development. Also reviewing the model of Ecuador, which has promoted various research programs and mechanisms that together allow us to infer the existence of priorities for science and technology. Coming to the conclusion of the need to move towards a model of higher education that promotes sustainable development. We will go as an illustration to some examples available in Ecuador and the alternative of integral humanism as a starting point to operate a more human research process, allows the researcher to execute research processes focused on the development of society.