Revista Científica Multidisciplinaria Arbitrada YACHASUN. Volumen 9, Número 17 (Ed. jul – dic. 2025) ISSN: 2697-3456

Integrated pedagogical diagnosis. A key tool for managing educational projects as a professional skill for students studying

education.

DOI: https://doi.org/10.46296/yc.v9i17.0745

DIAGNÓSTICO PEDAGÓGICO INTEGRADO. UNA HERRAMIENTA CLAVE PARA

LA GESTIÓN DE PROYECTOS EDUCATIVOS COMO COMPETENCIA

PROFESIONAL DEL ALUMNADO DE EDUCACIÓN

INTEGRATED PEDAGOGICAL DIAGNOSIS. A KEY TOOL FOR MANAGING

EDUCATIONAL PROJECTS AS A PROFESSIONAL SKILL FOR STUDENTS

STUDYING EDUCATION

1

2

Fienco-Campozano Ginger Antonieta ; Rincón-Zambrano Rodrigo Alexander ;

3

4

Parrales-Pincay Ibeth Haydee ; Galarza-Noboa Sandy Gabriela

1

Universidad Estatal del Sur de Manabí. Jipijapa, Ecuador.

Correo: ginger.fienco@unesum.edu.ec. ORCID ID: https://orcid.org/0000-0003-3513-5063.

2

Universidad Estatal del Sur de Manabí. Jipijapa, Ecuador.

Correo: rodrigo.rincon@unesum.edu.ec. ORCID ID: https://orcid.org/0000-0002-2713-5111

3

Universidad Estatal del Sur de Manabí. Jipijapa, Ecuador.

Correo: ibeth.parrales@unesum.edu.ec . ORCID ID: https://orcid.org/0000-0001-6102-6827

4

Universidad Estatal del Sur de Manabí. Jipijapa, Ecuador.

Correo: sandy.galarza@unesum.edu.ec . ORCID ID: https://orcid.org/0000-0003-4845-3386

Resumen

El artículo aborda el tema del diagnóstico en la práctica educativa, en la carrera de Educación

de la Universidad Estatal del Sur de Manabí (UNESUM). Se tienen en cuenta investigaciones

precedentes en este ámbito desarrolladas por investigadores de diferentes nacionalidades como

resultado de sus proyectos de investigación, tesis de maestrías y doctorados. Se sistematizan

contenidos tomados de diferentes fuentes y se presenta el diagnóstico como proceso de

investigación – educación, de aprovechamiento de los procesos formativos que se producen en

la universidad lo que se concreta como resultado fundamental en las competencias que deben

desarrollar el futuro profesional en el diseño de proyectos educativos que involucre a estudiantes,

tutores, profesores, contexto educativo, familia y contexto laboral. El presente trabajo es

resultado del proyecto de investigación titulado " Fortalecimiento del nivel didáctico-pedagógico

de los docentes en las instituciones educativas del cantón Jipijapa" y también contribuye como

parte de los resultados del proyecto de vinculación titulado "Tareas dirigidas y apoyo

Psicopedagógico para fortalecer el aprendizaje de los alumnos en la Educación básica Pública

de Jipijapa Fase III 2025”.

Palabras claves: Proyecto, educacional, diagnóstico, competencia, profesional.

Abstract

The article addresses the issue of diagnosis in educational practice in the Education program at

the State University of Southern Manabí (UNESUM). It considers previous research in this field

carried out by researchers of different nationalities because of their research projects, master's

theses, and doctoral dissertations. Content taken from different sources is systematized, and

diagnosis is presented as a research-education process that takes advantage of the training

processes that take place at the university, which is reflected in the fundamental skills that future

professionals must develop in the design of educational projects involving students, tutors,

teachers, the educational context, family, and the work context. This work is the result of the

research project entitled “Fortalecimiento del nivel didáctico-pedagógico de los docentes en las

instituciones educactivas del cantón Jipijapa” and also contributed as a part of the results of the

linkage project entitled “Tareas dirigidas y apoyo Psicopedagógico para fortalecer el aprendizaje

de los alumnos en la Educación básica Pública de Jipijapa Fase III 2025”.

Keywords: Educational project, diagnosis, professional, competence.

Información del manuscrito:

Fecha de recepción: 16 de junio de 2025.

Fecha de aceptación: 29 de agosto de 2025.

Fecha de publicación: 25 de septiembre de 2025.

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Fienco-Campozano et al. (2025)

pedagogy and didactics adjusted to

the context, becoming the solution to

the problems that arise in each space

in which they operate.

1

. Introduction

In today's global context, education

faces significant challenges in its role

of training competent professionals

who are adaptable to a constantly

changing environment. The need to

improve the training process in

various degree programs has been a

recurring theme in academic and

political debates, given that the

In an extensive bibliographic review,

the criteria of Ecuadorian authors

such as Vallejo, R. (1994);

Larrañaga, O. (1999); Ortiz, A.

(2009); González, F. (2010); and

Petroff, I. (2010) who have

addressed the issue; they argue that

it is important to deepen and work on

its study as it is related to human

education. Currently, they debate the

need for Ecuador to achieve

quality

of

education

directly

determines the ability of graduates to

respond to the demands of the labor

market and contribute to social

development. The development of

skills in Ecuadorian university

graduates from the State University

of Southern Manabí is a vital goal for

improving the quality of learning for

professionals in training, considering

the direction of the teaching-learning

process.

technical,

professional training that promotes

development, considering the

technological,

and

importance of professional training

being based on excellence in the

processes carried out in universities

by the teachers who work there.

However, given the realities of the

However, notable transformations

can be seen based on the provisions

of educational reforms, which must

correspond to each of the contexts in

which professional practice takes

place, with training being developed

from that real-life scenario. This

responds to the era of permanent

technological

and

pedagogical

context at UNESUM, when applying

the factual diagnosis, the results

made it possible to determine that

there are shortcomings, limitations,

and stagnation in the transformation

of the training process for education

professionals, both individually and

collectively.

development

of

science

and

technology; it also implies an efficient

and effective professional practice of

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Integrated pedagogical diagnosis. A key tool for managing educational projects as a professional skill for students studying

education.

In this regard, in Ecuador, the

education system has been subject

to constant reforms that seek to align

it with the social and economic needs

of the country. Higher education has

also been prompted to reevaluate its

training strategies, especially in

areas related to the management of

educational projects, which are

fundamental to the professional

practice of future teachers.

Due to the widespread and continued

use of the category of diagnosis in

medical sciences, when looking up

definitions in Spanish dictionaries, it

is associated with the act of

recognizing or distinguishing the

signs or symptoms of a disease, or

with

the

classification

or

determination of the disease made

by the doctor based on the signs and

symptoms observed in the patient.

From this perspective, Ecuador's

educational policies, such as the

Development Plan for the New

Ecuador 2024-2025, recognize the

importance of training qualified

professionals who can lead initiatives

in the field of education. However,

there are limitations in the training

process of the education degree

program at UNESUM that undermine

students' ability to develop the

necessary pedagogical skills.

For this reason, there is a powerful

tendency, especially in the popular

imagination, to relate diagnosis to a

result. This is not entirely wrong,

however,

in

the

pedagogical

sciences, the diagnostic category

tends to be associated with an

investigative

process,

without

denying that the result is also part of

it. Diagnosis is a process inherent in

all education; it is the starting point

for adequate educational work, for

establishing supportive relationships

The term “diagnosis” etymologically

comes from the Greek words “dia,”

meaning “through,” and “gnosis,”

which can be understood as

with

following

collective needs.

students

and

educators

and

their

individual

“

revealed knowledge.” Therefore, an

However, this important process has

multiple perspectives in higher

education, which are related to the

training of the professionals who

carry it out, and this does not always

favor the full realization of the

etymological interpretation of the

meaning of the word diagnosis, in the

integration of its parts, could be

“through revealed knowledge.”

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Fienco-Campozano et al. (2025)

diagnosis. This is the reason for

specifying in this article the essential

intervention

that

occurs

systematically in higher education,

Carnero, M (2020).

aspects

of

the

concept

of

comprehensive diagnosis for higher

education.

The study of official documents is

inextricably linked to pedagogical

diagnosis, which, in addition to

This work is the result of the research

project entitled “Fortalecimiento del

nivel didáctico-pedagógico de los

docentes en las instituciones

educactivas del cantón Jipijapa” and

also contributed as a part of the

results of the linkage project entitled

considering prior

knowledge and skills, their aptitudes,

attitudes, interests, social

background, state of mind, health,

among other aspects that

characterize them, includes a new

students'

“

Tareas

dirigidas

y

apoyo

integrative

element.

the

This

Psicopedagógico para fortalecer el

aprendizaje de los alumnos en la

Educación básica Pública de

Jipijapa Fase III 2025”.

complements

student's

competence by preparing them to

efficiently face the professional

situations that arise during the

management of the teaching-

learning process in their spheres of

action. Here, it is determined which

aspect will be emphasized as the

basis for the formation of educational

project management competence,

without losing sight of the fact that

this manifests itself within a system

where the constituent parts do not

act in isolation and independently.

2

. Development

This article contains the necessary

reference elements presented

because of systematization: the

concept of comprehensive diagnosis

in higher education, which is

specified

in

the

essential

characteristics, functions, laws, and

principles of this university training

process. Readers' attention is drawn

to the fact that the essential change

lies in considering comprehensive

diagnosis as an educational and

research process, that is, as a

Both for pedagogical diagnosis and

for

planning

and

evaluation,

Ecuador's educational policies, such

as the Development Plan for the New

Ecuador 2024-2025, recognize the

importance of training qualified

process

of

inquiry-explanation-

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Integrated pedagogical diagnosis. A key tool for managing educational projects as a professional skill for students studying

education.

professionals who can lead initiatives

in the field of education. However,

there are limitations in the

educational training process at

UNESUM that undermine students'

ability to develop the necessary

pedagogical competencies. These

include:

5. Insufficient

teamwork

skills

among students, which are

essential in the management of

educational projects.

6. Lack

of

training

in

communication, leadership, and

conflict resolution skills, which

are key in project management.

Lack of updating of the curriculum

content, which does not fully reflect

the current needs of the educational

The factual diagnosis also identified

the following as the main causes of

the limitations:

environment the

or

consider

1

. A one-dimensional approach to

skills focused on cognitive

aspects, without considering the

social-emotional and technical

skills necessary for project

management.

incorporation of new technologies.

1

. Lack of interdisciplinary projects

that link different areas of

knowledge

and

approach

education from a more holistic

perspective, fostering critical

thinking and innovation.

2. A lack of teaching strategies that

integrate project-based learning,

where students are protagonists

of their learning.

2

. Lack of training for future

educators in identifying and

addressing the social needs of

their communities, which is

crucial to the success of projects.

. Low student participation in

community or research projects,

3. The

predominant

use

of

traditional teaching methods that

do not encourage innovation and

active learning, thus limiting the

ability to design effective

educational projects.

3

4

which

reduces

practical

experience.

4. A

tendency

to

evaluate

. Low level of innovation among

students, which affects their

ability to develop creative

projects.

theoretical knowledge rather

than the practical application of

skills and competencies in

educational projects.

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Fienco-Campozano et al. (2025)

5

. Poor training in the use of

technologies that could facilitate

the planning and management of

educational projects.

challenges. For this reason, at the

State University of Southern Manabí,

the educational model is designed to

respond to the local needs of the

province, with a methodology that

6

. Lack of attention to cultural and

contextual particularities that

affect the planning and execution

of projects, thus limiting their

relevance.

promotes

practical

and

contextualized learning, focusing on

key sectors for the economic

development of Manabí.

The relationship between the

limitations and their possible causes

indicates that the training process in

the UNESUM education degree

program needs to be reviewed and

The perspectives of the researchers

analyzed reflect the complex and

controversial nature of the issue. At

the same time, they allow us to

understand how the vocational

training process, although guided by

global trends, adapts to national and

local realities, responding to specific

socioeconomic and cultural contexts.

improved

to

enhance

the

professional performance of its

students in project management, as

well as in the development of skills

for their implementation.

However, the author considers that a

theory that allows for the planning,

execution, control, and evaluation of

At the international level, skills

training responds to global demands,

such as digitization and the need for

cross-cutting skills, with a focus on

mobility and international recognition

of qualifications.

educational

projects

in

the

Ecuadorian university pedagogical

sphere has not been sufficiently

argued, from a perspective that

integrates the cognitive, affective-

motivational, personality qualities,

In Ecuador, the focus is on

improving the quality of technical and

technological training, with an

emphasis on equity and social

inclusion, seeking to better integrate

the productive and educational

sectors to address local economic

and

metacognitive

processes,

reinforcing the formation of soft skills,

the use of technological resources,

as well as the cultural and contextual

particularities of the community, in

line with the demands of the

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Integrated pedagogical diagnosis. A key tool for managing educational projects as a professional skill for students studying

education.

UNESUM

Education

Career

professional

pedagogical

Professional Model, which makes it

possible to direct the search for

theoretical references that serve as a

basis for diagnosing the current

situation of professional skills

training, in turn allowing for the

development of a methodology

based on a model of training in

educational project management

skills, to promote the professional

performance in the management of

educational projects.

3

. Definition and essential

characteristics of

comprehensive diagnosis

in higher education

Emphasis will be placed on the

analysis of some of the studies and

concepts of diagnosis linked to

pedagogical performance of

students in the Education Career.

pedagogical by

practice

contemporary authors such as:

The proposal of the competency, as

well as its name, is based on the

intention to take advantage of the

content of educational projects to

shape its structure.

(

González, 2002), (Arias, 2004),

Pérez, Bermúdez, Acosta, and

(

Barrera, 2004), (Akudovich et al.,

011), (Valle, 2012), (López, 2015),

2

and (Arriaga, 2015).

In line with the above, the research is

based on the conceptualization of the

diagnosis for the implementation of a

methodology based on a model for

training in educational project

management, which takes into

account the relationship between:

innovation, creativity, and the use of

transformative methodologies in

The authors referenced in their works

agree on the following aspects

related to the diagnosis made in

connection with the practice of

education professionals:

o The nature of the process that

allows for knowledge of aspects

concerning

reality.

the

educational

training;

and

tradition,

which

generates resistance to change in

traditional methods that are not

aligned with new educational trends,

contributing to the improvement of

o The need to investigate and

delve deeper to understand the

object of research.

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Fienco-Campozano et al. (2025)

o Its guiding nature in terms of

promoting change from the

current situation to a qualitatively

superior one.

2017), (Carnero, Arzuaga, Tarrió,

Meneses, and Rodríguez, 2017), and

(Kaparakate,

Carnero,

and

Rodríguez, 2017) in research and

results, from which comprehensive

diagnosis in higher education has

been defined as:

o The use of various methods,

procedures, and situations in the

dynamics of student training.

However, there are some aspects

that could be further developed to

improve diagnosis in the pedagogical

sciences, particularly in higher

education. These are:

A systematic and objective process

of

inquiry,

explanation,

and

intervention in the social situation of

university students' development,

which is carried out in the dynamics

of their educational processes at the

university-workplace-community,

o The use of interrelationships

within and between higher

education contexts for objective

knowledge and transformation of

the object of research.

based on student leadership and the

cooperative work of all those

involved in order to discover

individual and/or collective needs,

prevent adverse effects, and plan

actions that have an impact on the

o The leading role of students in

the diagnostic process.

o The cooperative work of those

involved in the diagnosis.

professional

training and

professional

comprehensive

o Diagnosis is a dialectical process

development of graduates and

engineers (Carnero, 2019, p.106).

of

inquiry-explanation-

intervention.

o Diagnosis is a process of

The following aspects are significant

and essential in this definition:

educational guidance.

These latter aspects have been

emphasized by (Carnero, 2009,

It is considered a systematic and

objective

process

of

inquiry-

2

018, 2019), (González, 2016),

explanation-intervention. This means

that each resource used (method

and instrument) for comprehensive

diagnosis makes it possible, in a

(Meneses, Carnero, and Arzuaga,

2

016), (Tarrió, Carnero, and Gómez,

016), (Tarrió, 2017), (Meneses,

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Integrated pedagogical diagnosis. A key tool for managing educational projects as a professional skill for students studying

education.

single act, [in an interdependent,

simultaneous, continuous, and

students and their higher education

contexts, considering their potential,

needs, and social demands.

practical manner, to obtain relevant

information, verify its accuracy,

Systematicity

implies

unity, and

reconstruct

knowledge

about

interdependence,

subjects and contexts of higher

education, and stimulate processes

of change and transformation based

on individual and/or collective needs

simultaneity

between

inquiry-

explanation-intervention, which are

not separated in their practical

application, in addition to the

continuity that must characterize this

process in all activities that take

place in and between higher

education contexts.

and social demands.

Inquiry is

understood as the search for and

collection of information, data, facts,

and events that allow for the

reconstruction of knowledge about

students and their higher education

contexts, emphasizing the historical

dynamics of their development.

Objectivity refers to the rigor with

which the comprehensive diagnosis

must be carried out, as it must reflect

that part of reality subject to the

process on the basis of a system of

Explanation is defined as the

reconstruction of knowledge about

students and their higher education

contexts, based on the historical

dynamics of their development,

supported by the rigorous use of

scientifically proven methods and

subject to a set of interdependent

indicators, validated in practice as

representative of reality.

indicators

duly

validated

as

representative of it and the use of

scientific methods proven in practice.

The social situation of university

students' development is a part of

reality that can be researched. In this

sense, it is of research interest to

study the unique and unrepeatable

way in which each student, based on

their level of development, potential,

Intervention is presented as a

helping relationship, an educational

act, and an influence to raise

awareness and stimulate processes

of change and transformation in

and

experiences,

perceives,

assimilates, and internalizes the

influences and demands that each

higher education context exerts on

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Fienco-Campozano et al. (2025)

them, and how these, in their unity,

determine how each student relates

to others, to their academic activity,

and the world in general. Assimilates

and internalizes the influences and

demands that each higher education

context exerts on them, and how

these, in their unity, determine how

each student relates to others, to

their academic, work, research, and

execution of objectives and actions

to enhance the professional training

and comprehensive professional

development of university students.

Finally, the definition specifies the

aspiration

of

comprehensive

diagnosis, which is to discover

individual and/or collective needs,

prevent adverse effects, and plan

actions that have an impact on the

outreach

activities,

and

to

professional

training

and

themselves.

comprehensive

professional

Another distinctive aspect is the

leading role of students in

comprehensive diagnosis, that is, in

addition to knowing that they are

subjects of the process, they are

actively and responsibly involved in

the exchange of information, in its

assessment and analysis, and in

determining actions to achieve

higher levels of development

following their individual needs and

the social demands posed by higher

education contexts. Cooperative

work or cooperation translates into

development of university students

who, in a few years, will obtain a

degree in Education.

This aspiration makes it possible to

define

the

functions

of

comprehensive diagnosis, which will

be explained below, followed by the

laws and principles.

4

. Functions,

principles

laws,

and

of

comprehensive diagnosis

in higher education

commitment,

involvement,

and

There are many definitions of the

concept of function, but in essence,

they all reflect that it constitutes a

type of activity in which a set of

operations and management actions

responsibility on the part of all those

involved in the search and exchange

of relevant information, data, facts,

and events, in the analysis,

organization, and verification of this

information, and in the planning and

carried

out

by

the

subject

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education.

predominate, through which the

objectives of the system in question

can be achieved (Valle, 2007).

o Preventive function: this is

carried

out

by

warning,

raising

forecasting,

and

awareness in the systematic

exchange between those

In this sense, it is assumed how

comprehensive diagnosis operates

and impacts the system of

relationships established in and

between higher education contexts

for the professional training and

involved, to avoid possible

impacts on processes promptly,

as well as to take advantage of

potentialities and strengths to

promote the professional training

and comprehensive professional

comprehensive

professional

development of future education

graduates.

development

students.

of

university

o Projective function: this takes the

form of planning individual and

collective objectives and actions

in the short, medium, and long

term, always and in all activities

Hence, three functions are identified

that

manifest

themselves

interdependently, given the essential

characteristics of comprehensive

diagnosis explained above:

in

which

comprehensive

o Heuristic function: this is fulfilled

in the systematic and objective

discovery of issues related to the

interrelationships that occur in

and between higher education

contexts, as well as between

educators and students, and in

the reconstruction of knowledge

diagnostic actions are carried

out, always with the aim of

enhancing the processes of

professional

training

and

comprehensive

professional

development of students.

The “fundamental genetic law of

development,”

formulated

by

as

a

dialectical path of

Vygotsky (Arias, 1999), considers

the fundamental law that governs the

diagnostic process:

successive approximation to the

truth, based on the system of

indicators and the methods and

instruments designed for this

purpose.

Everything that has been formed or

is in the process of being formed at

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Fienco-Campozano et al. (2025)

the intrapsychological level can be

expressed and known through the

interpsychological (assignment of

and/or collective needs, preventing

adverse effects, and planning actions

that have an impact on the

activities,

tasks,

interviews,

professional

training

and

experimental situations, observation

of the product of the activity, and

communication with the subject)

comprehensive

development

professional

education

of

graduates, hence their importance in

the training of educational project

management skills.

(p.152).

In

intervention is an intrinsic part of

comprehensive diagnosis,

defending

the

idea

that

These laws highlight the dialectic of

the

comprehensive

diagnostic

understood as a helping relationship

that is offered to stimulate

development processes based on

the needs of each individual or

group, the second law governing the

comprehensive diagnostic process is

process, where real practice is its

beginning and end. In it, the process

is

developed,

investigated,

explained, and intervened in a

systematic and simultaneous way as

a dialectical path to the truth and to

enhance the development of

processes and subjects.

formulated:

“The

development

achieved by each individual or group

and their potential can be promoted

and stimulated through the means

used to determine it (assignment of

The principles assumed are an

integrative synthesis of those

proposed by Carnero (2009) in his

doctoral thesis, which have been

taken up and enriched in doctoral

research by Meneses (2017) and

Tarrió (2017).

activities,

tasks,

interviews,

and

experimental

situations,

communication)” (Carnero, 2019).

The integration of both laws leads to

the reaffirmation that everything that

occurs in the system of relationships

in and between higher education

contexts can be used to investigate,

The aforementioned authors agree in

proposing the principles for student

diagnosis based on the reference

point that assists them: the

Historical-Cultural Approach. Hence,

we start from the principles

explain, and intervene in

a

systematic and objective manner,

with the aim of discovering individual

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Integrated pedagogical diagnosis. A key tool for managing educational projects as a professional skill for students studying

education.

formulated by them to propose those

that should govern the

analysis and the simultaneous

development of individual and

collective plans and projects to

improve it.

comprehensive diagnosis process in

Higher Education, following the

conditions and requirements of this

education subsystem, that is, based

on its contextualization.

Everyone contributes to monitoring

and controlling compliance and to

enhancing the training processes to

achieve this. The comprehensive

diagnostic process allows us to get

closer to the pedagogical reality of

each student, and one of the ways to

achieve this goal is through the

Principle the

diagnosis is carried out with the

committed and responsible

of

cooperation:

participation of all those involved in

the students' educational processes,

essentially the school's management

committed

and

responsible

and

teaching

staff,

families,

participation of those involved in the

process.

university tutors, and the workplaces

where work experience is carried out,

community factors, and the students

themselves, in a coordinated effort

by tutors, guidance teachers, and

year heads.

Principle of dynamism: In this sense,

visits to classes, student group

activities, year and degree groups,

work

placements,

research,

community and home activities, and

in general, all activities in which

educators and learners interact, offer

the possibility of observing their

Everyone participates, gets involved,

and commits themselves, at the

request of the tutor, the guidance

teacher, and the year head, in the

investigation-explanation-

behavior,

analyzing

their

interventions, their assessments,

their projections, evaluating their

learning processes and results, to

understand their body language,

gestures, and emotions, and to ask

them questions and talk with them.

intervention, from the application,

processing,

analysis,

and

interpretation of comprehensive

diagnostic methods and instruments,

in the characterization of the social

situation student's

of

the

This is the essential path for the

comprehensive diagnostic process,

development, in the process of its

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Fienco-Campozano et al. (2025)

which also allows for helping in the

right direction at times when complex

and difficult situations arise that

educators and learners have to face,

as an appropriate way to enhance

training processes and stimulate

model demanded by Ecuadorian

society.

Principle of comprehensiveness: this

is achieved by getting to know the

subject in their higher education

contexts and during their life. It is

essential to know their past and how

it has affected them to understand

their present and be able to plan

actions that will lead to the

satisfaction of their individual needs

and the fulfillment of social demands.

comprehensive

professional

development processes.

Every moment of exchange with

those involved becomes part of the

diagnostic process and should be

optimally used for that purpose,

which does not mean that it is not

necessary and convenient to use

some specific diagnostic tests or

techniques that allow important

information to be obtained and

explored in depth for explanatory and

intervention purposes.

It is not enough to know their

characteristics and behavior; it is

essential to understand and explain

their their

environment, how they perceive,

face, and resolve life's

interaction

with

contingencies, and how these affect

them, based on an analysis of their

past and present history.

In higher education, spaces of

intersubjectivity

incorporate

the

institution where the student carries

out their work experience, which is

This allows us to determine what

resources they must successfully

navigate the process of their

professional training and the help

they may need to achieve the

objectives required of them by the

professional model, based on their

why are

these

processes

distinguished by their professional

nature,

problem-solving,

of the

and

transformation

social

environment, which gives them

different characteristics that promote

an interventional diagnostic process

that guides the training of a

professional who responds to the

self-improvement

through

the

integration of the university, the

family, the center where they carry

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Integrated pedagogical diagnosis. A key tool for managing educational projects as a professional skill for students studying

education.

out their work placements, and the

community.

organize knowledge, constitute a

basic aspect for the realization of this

process and the foundation of its

On the other hand, the idea of

understanding and promoting the

development of individuals, groups,

and social institutions from their

complexity, that is, from the

indissoluble unity between the

historical, psychological, biological,

social, and cultural on the individual

and collective levels, is fundamental

to the realization of this process.

comprehensiveness.

leads to the idea that comprehensive

diagnosis is essentially an

The above

educational guidance process, as it

enables and requires the assistance

of education professionals in the

necessary direction and at the

precise moment when their action is

needed to facilitate the fulfillment of

the purpose of education, to achieve

coherence in the educational actions

carried out in the different contexts of

higher education and stimulate the

development of all those involved.

The collaboration of all participants in

the diagnostic process is a way to

achieve greater precision and

objectivity in the knowledge and

transformation of the object of this

process, as well as a positive impact

on all those involved. It also provides

all the data for the formation of

competence and the management of

educational projects with a higher

level of precision.

Principle

comprehensive diagnostic process is

successive search for the

of

scientificity:

the

a

information necessary to arrive at the

most accurate conclusions possible

about the subjects. All of this requires

the information available at a specific

moment about the characteristics of

the students. Before undertaking the

study, those involved should orient

themselves in terms of what they are

going to study, what they are going to

test, and how they are going to do it;

that is, what methods and techniques

they will use, which should be in line

with scientific advances in the field of

The use of a system of scientific

methods,

instruments,

and

procedures following the material

conditions, the level of preparation of

the participants, the characteristics of

the subjects, groups, institutions, or

processes under study, and the

system of interdependent indicators

that respond to a unit of analysis to

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Fienco-Campozano et al. (2025)

pedagogical

sciences

and

psychological

the particular

the evidence, from various sources

and using various methods, supports

or refutes the hypotheses, which in

turn will become the basis for

constructing the conclusions of the

comprehensive diagnosis at a given

characteristics that are appreciated

in the comprehensive diagnostic

process of the student and the group.

In higher education, the aspects to

be diagnosed are determined based

on the demands that society places

on future graduates. The methods

and techniques must be selected

considering the social development

situation in which these students find

themselves: on the threshold of

moment:

the

comprehensive

characterization.

The aspects discussed above

require methodological specificity, an

ordering into stages and phases of

the actions to be carried out by

teachers, students, and other

educators in the various higher

education contexts participating in

the comprehensive diagnosis, as

well as the methods, techniques, and

instruments that are conceived

based on the indicators determined

for this important process. To this

end, we recommend consulting the

article, “Proactive conception of

educational work at the University”

by Carnero and Arzuaga (2019).

adulthood, in

a

process of

professional training in which they

determine their place in life and

towards which they assume an

attitude that may or may not facilitate

their comprehensive professional

development.

The data obtained from the study

must be interpreted with the utmost

objectivity. To this end, they must

use the scientific method in the

search,

organization,

and

interpretation of data; they will

formulate working hypotheses about

the possible causes of the

characteristics observed and will

seek and examine data that may

support or refute these hypotheses.

They will also ensure that their

conclusions are justified only when

5

. Conclusions

Comprehensive diagnosis in higher

education is conceived as a research

and educational process that

requires scientific rigor as well as

student participation, cooperation

from professors and other educators

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Integrated pedagogical diagnosis. A key tool for managing educational projects as a professional skill for students studying

education.

in

different

higher

education

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