Variables críticas para el cumplimiento de la agenda 2030 en educación inclusiva: un enfoque prospectivo con Micmac y Ábaco de Régnier
https://orcid.org/0000-0002-5405-0324
El objetivo de este estudio fue identificar y priorizar las variables que más influyen en el cumplimiento de la Agenda 2030 en materia de educación inclusiva, mediante un enfoque prospectivo que buscó reconocer factores estratégicos para su transformación hacia 2030. La metodología aplicada fue prospectiva, siguiendo la metodología MICMAC y el método del Ábaco de Régnier. A partir de la revisión de la documentación, se identificaron las 20 variables más relacionadas con gobernanza, gestión del conocimiento, cooperación interinstitucional, adopción tecnológica e inclusión educativa. La técnica de MICMAC permitió obtener el nivel de influencia y dependencia de las variables, y se clasificaron como variables motrices el liderazgo inclusivo, la planificación estratégica con perspectiva en los ODS, la capacitación docente para la inclusión, entre otras. Junto a estas fueron consideradas como variables críticas la cultura organizativa, la innovación pedagógica, la infraestructura inclusiva y otras dos variables más. La integración de estos resultados mediante el Ábaco de Régnier permitió la elaboración de tres escenarios prospectivos: el tendencial, el de apuesta y el transformador. Los resultados demostraron que la gestión del conocimiento para la inclusión y la cooperación inter institucional sostenida y la adopción de tecnologías accesibles son los ejes para avanzar a una educación inclusiva sostenible. El estudio permite concluir que el enfoque prospectivo aporta una base analítica para guiar políticas públicas y estrategias institucionales dirigidas al cumplimiento de la Agenda 2030, integrando equidad, calidad e inclusión educativa.
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