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the institution has agreements. The program executes training and research projects jointly with
international institutions.
35. Communities of practice. The engineering program energizes internal, national and international learning
networks, as well as specialized communities of practice.
36. Research. The engineering program manages in an orderly manner the discoveries of its discipline to
facilitate its use, protection, valuation, distribution and collaboration worldwide.
37. Multidisciplinarity. Some courses / subject / projects / learning spaces or experiences are taught by
professors from universities or international organizations; students participate in research projects carried
out with universities and engineering professors abroad; the program performs international face-to-face or
virtual events; project learning and integrated projects with other engineering faculties abroad are
encouraged; the program plans and manages its specialized learning networks in the discipline; the program
incorporates knowledge, ways of learning, teaching and the conception of knowledge from ancestral and
non-western knowledge and experiences.
38. Indoor activities. The engineering program offers cultural activities that promote interculturality and the
global vision of the world; performs extramural and city activities for contact with other contexts and
cultures; invites international students and professors of the program and other programs to share learning;
encourages the practice of emerging sports worldwide.

2.3. The internationalization of the curriculum: dimension of the learning environment

The criteria for internationalization of learning environments are related to the ability of engineering professors to
bring to the classroom practices that promote the training of their students as global engineers through content,
active pedagogies, learning networks, the development of projects aligned with the Sustainable Development Goals
(SDGs) of the United Nations, the management and evaluation of learning outcomes with international standards.

39. Formative purposes. The project / course / space or learning experience includes the dimensions of a global
professional (cosmopolitan citizenship, global vision, intercultural sensitivity, performance in various
contexts, [6]) The content contributes to the development of some dimension or competence of the global
professional proposed by some international association of the discipline.
40. Innovative pedagogies. The learning experience has been designed through innovative pedagogical models
in which the student is an active subject in their learning and builds their networks with the facilitation of
the faculty; learning activities are carried out collaboratively using technologies that are flexible
environments and which promote creativity.
41. Sustainable Development Goals. The course or learning experience is articulated with the understanding of
some of the Sustainable Development Goals (SDGs); the subject / project / course / space or learning
experience fosters the skills to educate about the SDGs -systemic thinking competence, anticipation
competence; normative competence, strategic competence, collaboration competence, critical thinking
competence, self-awareness competence, integrated problem solving competence [7].
42. Intercultural sensitivity. The course promotes cultural sensitivity -addressing the cultural identity of other
individuals and ethnic and religious groups, mastery of knowledge, attitudes and cultural competencies
necessary to participate fully and actively in society, mastery of knowledge, attitudes and cultural
competencies for respect, understanding and solidarity with other individuals, other ethnic, social, cultural
and religious groups [8].
43. Global citizenship. The content or learning experience fosters competencies for global citizenship:
understanding of multiple levels of identity, and the possibility of a collective identity that transcends
cultural, religious, ethnic or other differences; knowledge of global problems and universal values such as
justice, equality, dignity and respect; critical, creative and systematic thinking, including the adoption of a
multi-perspective approach, which recognizes the different dimensions, perspectives and angles of
problems; development of social skills such as empathy and conflict resolution, communication skills and
skills for networking and interaction with people with different stories, backgrounds, cultures and
perspectives; collaborative and responsible action to find global solutions to global problems, and strive for
collective good, by United Nations Educational, Scientific and Cultural Organization [9].