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international reference strategies; management of international communities of practice; offer of global teaching-
learning scenarios; application of disruptive pedagogies; training for inter-culturalism and global citizenship;
constitution of personal learning networks; development of projects with commitment to the United Nations
Sustainable Development Goals (SDGs); management of the global profile of students at graduation; development of
a culture for internationalization and diversity; management of learning outcomes with international standards. The
gaps in the formation of global professionals will continue to widen if the internationalization processes are being
isolated activities and not as a part of an international network, what is solved with the internationalization of the
curriculum (IdC) with a connectivism approach [3].

The IdC with a connectivism approach considers the University as a system, within which the objectives,
strategies and methods must be redefined to create communicational and learning networks between it and the global
society, all connections through a diversity of nodes The curriculum is constructed by transiting in multiple ways to
access knowledge, these being analog and digital; active, collaborative and interactive; online; creating local and
global connections for the generation of experiential learning [4].

The connective IdC process within an engineering school/college begins with the creation of personal learning
networks in which faculty and students access knowledge in different languages and presentation formats, where the
challenge is to organize and configure the information with a sense of coherence to develop new ideas that will be
confronted with the ideas of others through connections with the various networks in which institutional actors
participate. All of the above with the purpose of training global engineers. A global engineer is a professional who
has a balanced profile with a deep knowledge in the basic sciences, can integrate multiple disciplines is his / her
work and in R&D, has developed intercultural competences, and can apply his / her knowledge in problems that
affect humanity ”[3].
2. Criteria

This new paradigm of internationalization of the curriculum with a connective approach, proposes 50 criteria,
which when diagnosed allows establishing the degree of internationalization and the pattern of behavior for the
institution, for one or several academic programs or careers and, for one or several environments of learning. The
criteria defined are for structure (the basis on which the IdC is built), and for processes (dynamism that gives life to
relationships and interconnections).

1.1. The internationalization of the curriculum: institutional dimension

In the institutional dimension we have proposed 24 criteria with their descriptors, which are listed below, for
dimensions of structure (1-15) and dimensions of processes (16-24) dimensions:

1. Culture. The university defines and lives values that promote respect for the different forms of human
expression and the understanding of an international and intercultural culture.
2. Institutional normative. In institutional documents, internationalization is recognized as a constitutive
dimension of the nature of the university.
3. Educational model. The educational model includes internationalization as a dimension for the training of
students with global competencies.
4. Strategic plan. The strategic plan of the university includes internationalization as a priority issue for the
development of the institution and for relevant and cutting-edge training for its students.
5. Internationalization policy. The university has an internationalization policy, which exceeds mobility and
agreements, and defines curricular issues.
6. Curriculum policy. Curriculum policies establish the purposes of training global student with global
competencies and also a global profile with competencies for faculty for an international curriculum.