<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0185-2760</journal-id>
<journal-title><![CDATA[Revista de la educación superior]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. educ. sup]]></abbrev-journal-title>
<issn>0185-2760</issn>
<publisher>
<publisher-name><![CDATA[Asociación Nacional de Universidades e Instituciones de Educación Superior de la República Mexicana A.C.]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0185-27602022000200069</article-id>
<article-id pub-id-type="doi">10.36857/resu.2022.202.2118</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Proyectos de innovación social como estrategia para el desarrollo de competencias de estudiantes universitarios]]></article-title>
<article-title xml:lang="en"><![CDATA[Social innovation projects as a strategy for the development of competencies of university students]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Gleason Rodríguez]]></surname>
<given-names><![CDATA[Miriam Alicia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rubio Barrios]]></surname>
<given-names><![CDATA[Julio Ernesto]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ruíz Godoy Rivera]]></surname>
<given-names><![CDATA[Judith Aurora]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Velázquez Díaz]]></surname>
<given-names><![CDATA[Martha Lucía]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Instituto Tecnológico y de Estudios Superiores de Monterrey  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2022</year>
</pub-date>
<volume>51</volume>
<numero>202</numero>
<fpage>69</fpage>
<lpage>88</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S0185-27602022000200069&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S0185-27602022000200069&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S0185-27602022000200069&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Ante la demanda de la sociedad del siglo XXI, las universidades están implementando la estrategia de proyectos de innovación social para el desarrollo de las competencias disciplinares y transversales en los estudiantes. La presente investigación tiene por objetivo descubrir el grado de desarrollo de cuatro competencias transversales que una universidad de México propone en el perfil de egreso de sus estudiantes, tras vivenciar dichos proyectos. Además, se indaga sobre los aprendizajes alcanzados al interior de los estudiantes y cómo vivieron dicho proceso. Los resultados se obtuvieron a través de la aplicación de una encuesta a 222 estudiantes que participaron en proyectos de innovación social en el estado de Chiapas, México y con el análisis cualitativo de 34 reflexiones de los participantes. Las competencias que lograron un desarrollo significativo fueron: emprendimiento innovador e innovación social, inteligencia social, compromiso ético y ciudadano, autoconocimiento y autogestión.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Given the demand of the society of the 21st century, universities are implementing the strategy of social innovation projects to achieve disciplinary and transversal skills in students. The purpose of this research is to discover the degree of development of four transversal competencies that a university of Mexico proposes in the profile of its students&#8217; graduation, after experiencing these projects. In addition, it investigates the learning achieved within the students and how they lived this process. The results were obtained through the application of a survey of 222 students who participated in social innovation projects in the state of Chiapas, Mexico and with the qualitative analysis of 34 participants&#8217; reflections. The competencies that achieved significant development were innovative entrepreneurship and social innovation, social intelligence, ethical and citizen commitment, self-knowledge and self-management.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Innovación social]]></kwd>
<kwd lng="es"><![CDATA[Aprendizaje basado en proyectos]]></kwd>
<kwd lng="es"><![CDATA[Competencias]]></kwd>
<kwd lng="es"><![CDATA[Universidad]]></kwd>
<kwd lng="es"><![CDATA[Educación superior]]></kwd>
<kwd lng="en"><![CDATA[Social innovation]]></kwd>
<kwd lng="en"><![CDATA[Project based learning]]></kwd>
<kwd lng="en"><![CDATA[Competencies]]></kwd>
<kwd lng="en"><![CDATA[University]]></kwd>
<kwd lng="en"><![CDATA[Higher education]]></kwd>
</kwd-group>
</article-meta>
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<publisher-name><![CDATA[Editorial Barcelona]]></publisher-name>
</nlm-citation>
</ref>
</ref-list>
</back>
</article>
