Revista Científica Multidisciplinaria Arbitrada YACHASUN. Volumen 10, Número 18 (Ed. ene – jun. 2026) ISSN: 2697-3456

Strengthening comprehensive pedagogical diagnosis in the management of educational projects to improve the skills of

students in the Education degree program.

DOI: https://doi.org/10.46296/yc.v10i18.0804

FORTALECIMIENTO DEL DIAGNÓSTICO PEDAGÓGICO INTEGRAL EN LA

GESTIÓN DE PROYECTOS EDUCATIVOS PARA MEJORAR LAS

COMPETENCIAS DE LOS ESTUDIANTES DE LA CARRERA DE

EDUCACIÓN

STRENGTHENING COMPREHENSIVE PEDAGOGICAL DIAGNOSIS IN THE

MANAGEMENT OF EDUCATIONAL PROJECTS TO IMPROVE THE SKILLS

OF STUDENTS IN THE EDUCATION DEGREE PROGRAM

1

2

Yoon-García Na Gyun ; García-Macías Vanessa Mariuxi ;

3

4

Solórzano-Álava Wilter Leonel ; Rincón-Zambrano Rodrigo Alexander

1

Universidad Estatal del Sur de Manabí. Jipijapa, Ecuador.

Correo: na.yoon@unesum.edu.ec. ORCID ID: https://orcid.org/0009-0004-0551-6249

2

Universidad Estatal del Sur de Manabí. Jipijapa, Ecuador.

Correo: vanessa.garcia@unesum.edu.ec . ORCID ID: https://orcid.org/0000-0001-6528-468X

3

Universidad Estatal del Sur de Manabí. Jipijapa, Ecuador.

Correo: wilter.solorzano@unesum.edu.ec. ORCID ID: https://orcid.org/0000-0002-3146-0312

4

Universidad Estatal del Sur de Manabí. Jipijapa, Ecuador.

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

Resumen

El presente artículo analiza la importancia del diagnóstico pedagógico en la formación de

estudiantes de la carrera de Educación de la Universidad Estatal del Sur de Manabí (UNESUM).

La investigación se fundamenta en estudios previos realizados por académicos internacionales,

incluyendo proyectos de investigación, tesis de maestría y doctorado. A través de la

sistematización de diversas fuentes bibliográficas, se conceptualiza el diagnóstico como un

proceso integrado de investigación y educación que aprovecha las experiencias formativas

universitarias. Como resultado principal, se identifican las competencias esenciales que los

futuros profesionales deben desarrollar para diseñar proyectos educativos efectivos. Estos

proyectos requieren la participación de múltiples actores: estudiantes, tutores, profesores,

instituciones educativas, familias y el entorno laboral, estableciendo así una red colaborativa que

enriquece el proceso formativo.

Palabras claves: competencia profesional, diagnóstico, proyecto educativo.

Abstract

This article analyzes the importance of pedagogical diagnosis in the training of students in the

Education program at the Universidad Estatal del Sur de Manabí (UNESUM). The research is

based on previous studies conducted by international scholars, including research projects,

master's and doctoral theses. Through the systematization of various bibliographic sources, the

diagnosis is conceptualized as an integrated process of research and education that takes

advantage of university formative experiences. As a main result, the essential competencies that

future professionals must develop to design effective educational projects are identified. These

projects require the participation of multiple actors: students, tutors, teachers, educational

institutions, families, and the work environment, thus establishing a collaborative network that

enriches the formative process.

Keywords: diagnosis, educational project, professional competence.

Información del manuscrito:

Fecha de recepción: 17 de noviembre de 2025.

Fecha de aceptación: 30 de enero de 2026.

Fecha de publicación: 07 de febrero de 2026.

173

Yoon-García et al. (2026)

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

Ecuadorian academic literature,

represented by researchers such as

Vallejo (1994), Larrañaga (1999),

Ortiz (2009), González (2010), and

Petroff

(2010),

highlights

the

importance of studying professional

training as a fundamental component

of human development. These

authors emphasize that, in the

current Ecuadorian context, it is

imperative to achieve technical,

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

raising the quality of learning among

professionals in training, taking into

account the direction of the teaching-

learning process.

technological,

and

professional

training that promotes the country's

development. To achieve this

objective, they point out that

professional training must be based

on

university

processes

of

excellence, where the role of the

teacher is crucial as a facilitator and

guide of these training processes.

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-world scenario. This

responds to the era of permanent

However, given the realities of the

technological

and

pedagogical

context at UNESUM, when applying

the factual diagnosis, the results

made it possible to determine that

there are insufficiencies, limitations,

and stagnation in the transformation

of the training process for education

development

of

science

and

technology; it also implies an efficient

and effective professional practice of

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Strengthening comprehensive pedagogical diagnosis in the management of educational projects to improve the skills of

students in the Education degree program.

professionals, both individually and

collectively.

meaning of the word diagnosis, in the

integration of its parts, could be

through revealed knowledge."

"

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 in

particular 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 diagnostic category in

medical sciences, when looking up

definitions in Spanish dictionaries, it

can be seen that 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

educational training process at

UNESUM that undermine students'

ability to develop the necessary

teaching skills.

For this reason, there is a very strong

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 proper educational work, for

establishing supportive relationships

with students and educators in

accordance with their individual and

collective needs.

The term diagnosis, etymologically,

comes from the Greek words “dia”,

meaning "through," and “gnosis”,

which can be understood as

"

revealed knowledge." Therefore, an

However, this important process has

multiple perspectives in higher

etymological interpretation of the

175

Yoon-García et al. (2026)

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

diagnosis. This is the reason for

specifying in this article the essential

knowledge and skills, their aptitudes,

attitudes, interests, social

background, state of mind, health,

among other aspects that

characterize them, includes a new

integrative

element.

the

This

aspects

of

the

concept

of

complements

student's

comprehensive diagnosis for higher

education.

competence by preparing them to

efficiently face the professional

situations that arise during the

management of the teaching-

learning process in their areas of

activity. 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 when presenting

the results of the 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

evaluating

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

process

of

inquiry-explanation-

that occurs

intervention

systematically in higher education,

Carnero, M (2020).

The study of official documents is

inextricably linked to pedagogical

diagnosis, which, in addition to

considering

students'

prior

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Strengthening comprehensive pedagogical diagnosis in the management of educational projects to improve the skills of

students in the Education degree program.

necessary pedagogical skills. Among

these, the following stand out:

6. Lack

of

training

in

communication, leadership, and

conflict resolution skills, which

are key in project management.

Lack of updating of curriculum

content, which does not fully reflect

the current needs of the educational

environment nor take into account

The factual diagnosis also identified

the following as the main causes

the

incorporation

of

new

affecting

the

aforementioned

technologies.

limitations:

1

. Lack of interdisciplinary projects

1. A one-dimensional approach to

competencies focused on

cognitive aspects, without

that link different areas of

knowledge

and

approach

education from a more holistic

perspective, promoting critical

thinking and innovation.

considering the social-emotional

and technical skills necessary for

project management.

2

. Lack of training for future

educators in identifying and

addressing the social needs of

their communities, which is

crucial for the success of

projects.

2. A lack of teaching strategies that

integrate project-based learning,

where students take the lead in

their own learning.

3. The use of traditional teaching

methods that do not encourage

innovation and active learning

predominates, thus limiting the

ability to design effective

educational projects.

3

4

5

. Low student participation in

community or research projects,

which

reduces

practical

experience.

. Low level of innovation among

students, which affects their

ability to develop creative

projects.

4. Tendency to evaluate theoretical

knowledge rather than the

practical application of skills and

competencies in educational

projects.

. Insufficient

teamwork

skills

among students, which is

essential in the management of

educational projects.

5. Poor training in the use of

technologies that could facilitate

177

Yoon-García et al. (2026)

the planning and management of

educational projects.

Manabí, the educational model is

designed to respond to the local

needs of the province, with a

methodology that promotes practical

6

. Lack of attention to cultural and

contextual particularities that

affect the planning and execution

of projects, thus limiting their

relevance.

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 program

needs to be reviewed and improved

in order to enhance the professional

performance of its students in project

management, as well as in the

development of skills for their

implementation.

The analytical perspectives of the

researchers discussed reflect the

complex and controversial nature of

the topic. At the same time, they

allow us to understand how the

process of professional training,

although guided by global trends,

adapts to national and local realities,

responding

to

specific

socioeconomic and cultural contexts.

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.

However, the author considers that

there has not been sufficient

argumentation for a theory that

allows for the planning, execution,

control,

and

evaluation

projects in

of

educational

the

Ecuadorian university pedagogical

sphere, 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

challenges. Therefore, at the

Universidad Estatal del Sur de

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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Strengthening comprehensive pedagogical diagnosis in the management of educational projects to improve the skills of

students in the Education degree program.

UNESUM

Education

Career

professional

pedagogical

Professional Model. This makes it

possible to direct the search for

theoretical references that serve as a

basis for diagnosing the current

situation of professional skills

training, which in turn allows for the

performance in the management of

educational projects.

3. Materials and methods

The study adopts a qualitative

approach aimed at understanding

development of

a

methodology

based on a training model for

educational project management

skills, to promote the professional

comprehensive

pedagogical

diagnosis in the training of education

students at the State University of

Southern Manabí (UNESUM). The

research is carried out using a

pedagogical performance of

students in the Education Career.

documentary

and

exploratory

The proposal for this competency, as

well as its name, stems from the

intention to use the content of

educational projects to shape its

structure.

design, based on the systematization

of bibliographic sources and the

analysis of regulatory and academic

documents.

The qualitative approach facilitates

the analysis of comprehensive

pedagogical diagnosis as a process

of inquiry-explanation-intervention in

higher education, using the following

methods:

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

Documentary analysis allows for the

review and systematization of

and

educational

institutional

training;

and

tradition,

which

regulations,

generates resistance to change in

traditional methods that are not

aligned with new educational trends,

contributing to the improvement of

documents related to pedagogical

diagnosis and skills training. Content

analysis focuses on the interpretation

of academic texts and theoretical

179

Yoon-García et al. (2026)

references to identify characteristics,

functions, principles, and laws of

identification of recurring patterns in

the sources consulted. The emerging

categories relate to the integration of

pedagogical diagnosis in the

management of educational projects,

its formative impact, and the

challenges of the teaching-learning

process.

comprehensive

Additionally, the study of theoretical

cases examines experiences

documented in national and

diagnosis.

international research on skills

training in educational project

management.

The validity of the study is based on

three fundamental criteria: the

triangulation of sources to obtain a

comprehensive view of the object of

study, theoretical saturation through

the exhaustive review of documents

until convergence of findings is

achieved, and logical consistency

The selection of documentary

sources is based on criteria of

relevance,

timeliness,

and

pertinence in the field of higher

education. The documentary corpus

includes research from indexed

journals, undergraduate and doctoral

theses,

national

educational

between objectives, theoretical

regulations, and university training

models.

framework, and conclusions.

The

methodological

design

Information is compiled through a

systematic review of specialized

literature and official documents.

Data organization is structured using

categorization matrices that address:

conceptualization of comprehensive

pedagogical diagnosis, principles

and functions of diagnosis in skills

implemented enables a systematic

approach to pedagogical diagnosis in

higher education, contributing to the

development of strategies for training

skills

in

educational

project

management.

4. Results and Discussion

training,

and

limitations

and

challenges in pedagogical training at

UNESUM.

The results of the research highlight

the importance of comprehensive

pedagogical diagnosis in the

development of skills for managing

Information processing is carried out

through thematic coding, allowing the

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Strengthening comprehensive pedagogical diagnosis in the management of educational projects to improve the skills of

students in the Education degree program.

educational projects in higher

education. Based on documentary

analysis and the study of theoretical

and regulatory sources, the following

findings were identified:

explanation, and intervention in the

education of university students. Its

approach focuses not only on

assessing prior knowledge, but also

on understanding the interaction

between

students

and

their

1

.

Characterization

of

educational, work, and community

environments.

comprehensive

diagnosis

pedagogical

The key elements identified in the

pedagogical diagnosis are presented

in Table 1.

Comprehensive

pedagogical

diagnosis is conceived as

a

systematic and interdisciplinary

process that allows for inquiry,

Table 1. Essential characteristics of comprehensive educational diagnosis

Feature

Description

Inquiry

Process of gathering information about student development and

context.

Explanation

Interpretation of the data obtained to establish a frame of

reference for pedagogical training.

Intervention

Application of improvement strategies based on the individual and

collective needs of students.

Student leadership

Cooperative work

Student participation in the process of diagnosing and planning

their learning.

Coordination between teachers, tutors, the community, and the

work environment to enhance professional training.

the lack of curriculum updates, the

2. Limitaciones en la formación de

lack of training in innovative

methodologies, and the limited

connection with community projects.

competencias en la UNESUM

The analysis of the Education degree

program at UNESUM revealed a

series of limitations that affect the

acquisition

of

teaching

and

educational project management

skills. Factors that affect the

professional performance of

graduates were identified, such as

181

Yoon-García et al. (2026)

Table 2. Main limitations in the development of teaching skills

Identified Limitations

Lack of curriculum updates

Cause

Consequences

Outdated training that is

poorly adapted to new

educational environments.

Traditional teaching

approach, disconnected

from the current context.

Weak training in innovative

methodologies

Predominance of traditional Lack of creativity and

teaching methods.

innovation in the

management of educational

projects.

Poor connection with

community projects

Limited participation in

external professional

internships.

Little experience in the

design and implementation of

projects in real-world

scenarios.

Low development of

leadership and communication aspects without training in

Focus on theoretical

Difficulties in team

management and

skills

soft skills.

pedagogical decision-

making.

Insufficient training in the use

of educational technologies

Lack of resources and

training in digital tools.

Difficulty in integrating

technologies into the

teaching-learning process.

encourages reflection and self-

directed learning in students. The

systematization of strategies aimed

at improving professional skills will

contribute to higher education that is

more relevant and aligned with the

needs of the current context.

3

.

Proposal

for

improving

comprehensive

diagnosis

educational

Based on the findings obtained, a

methodological model for the

implementation of comprehensive

pedagogical diagnosis in higher

education is proposed. This model

emphasizes the need to integrate

active methodologies, promote links

with the environment, and strengthen

training in cross-cutting skills such as

Discussion

Definition

and

essential

characteristics of comprehensive

diagnosis in higher education

communication,

leadership.

creativity,

and

The analysis focuses on studies and

conceptions of diagnosis linked to

pedagogical practice, addressed by

contemporary authors such as

González (2002), Arias (2004),

Pérez et al. (2004), Akudovich et al.

Comprehensive

pedagogical

diagnosis, as a key tool in the

management of educational projects,

should be a dynamic process that

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Strengthening comprehensive pedagogical diagnosis in the management of educational projects to improve the skills of

students in the Education degree program.

(

2011), Valle (2012), López (2015),

inquiry-explanation-intervention; and

its function as an educational

guidance process.

and Arriaga (2015).

These

researchers

agree

on

fundamental aspects related to

diagnosis in the practice of education

professionals. First, they recognize

The aforementioned aspects have

been emphasized by various

researchers such as Carnero (2009,

2018, 2019), González (2016),

Meneses et al. (2016), Tarrió et al.

(2016), Tarrió (2017), Meneses

(2017), Carnero et al. (2017), and

Kaparakate et al. (2017), who

its

procedural

nature,

which

facilitates understanding of the

educational reality. They also

highlight the importance of in-depth

inquiry to understand the object of

research, as well as its guiding role in

through

their

research

have

promoting

the

qualitative

contributed to the definition of

comprehensive diagnosis in higher

education:

transformation of the situations

identified. Additionally, they point out

the relevance of using various

methods, procedures, and situations

within the student training dynamic.

"A systematic and objective process

of inquiry, explanation, and

intervention regarding the social

situation of university students'

development, which is carried out

within the dynamics of their

educational processes at the

However, areas requiring further

development to improve diagnosis in

the pedagogical sciences, especially

in higher education, have been

identified. These include taking

advantage of the interrelationships

within and between higher education

university,

workplace,

and

community, based on student

leadership and the cooperative work

of all those involved in order to

discover individual and/or collective

needs, prevent negative impacts,

and plan actions that have an impact

on the professional training and

contexts

to

understand

and

transform the object of research;

strengthening student leadership in

the diagnostic process; promoting

cooperative

participants;

work

among

conceptualizing

comprehensive

professional

diagnosis as a dialectical process of

183

Yoon-García et al. (2026)

development of graduates and

engineers." (Carnero, 2019, p. 106).

supported by the rigorous use of

scientifically proven methods and

subject to a set of interdependent

indicators, validated in practice as

representative of reality.

This conceptualization highlights

transcendental

and

essential

elements. First, it is conceived as a

systematic and objective process of

inquiry-explanation-intervention.

Intervention is presented as a

helping relationship, an educational

act, an influence, to raise awareness

and stimulate processes of change

and transformation in students and

their higher education contexts,

considering their potential, needs,

and social demands.

This implies that each diagnostic

instrument and method used allows,

simultaneously

and

interdependently, to obtain relevant

information, verify its validity,

reconstruct knowledge about higher

education subjects and contexts, and

promote transformation processes

based on individual and collective

needs, as well as existing social

demands.

Systematicity

implies

unity, and

interdependence,

simultaneity

between

inquiry,

explanation, and intervention, which

are inseparable in their practical

application, as well as the continuity

that must characterize this process in

all activities that take place in and

between higher education contexts.

Inquiry, is

conceptualized as the process of

searching for and compiling

specifically,

information, data, facts, and events

that facilitate the reconstruction of

knowledge about students and their

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 because of a system of

higher

education

contexts,

emphasizing the historical trajectory

of their development.

The explanation is defined as a

reconstruction of knowledge about

students and their higher education

contexts, based on the historical

dynamics of their development,

indicators

duly

validated

as

representative of it, and the use of

scientific methods proven in practice.

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Strengthening comprehensive pedagogical diagnosis in the management of educational projects to improve the skills of

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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

determination of actions to achieve

higher levels of development in line

with their individual needs and the

social demands posed by higher

education contexts. Cooperative

work or cooperation translates into

examine

the

unique

and

unrepeatable way in which each

student, based on their level of

commitment,

involvement,

and

development,

potential,

and

responsibility on the part of all those

involved in the search for and

exchange of relevant information,

data, facts, and events, in the

experiences, perceives, assimilates,

and internalizes the influences and

demands that each higher education

context exerts on them. How these

influences are integrated within the

university community determines

how each student relates to others

and to their academic activity,

assimilates, and internalizes the

influences and demands that each

higher education context exerts on

them, and how these, in their unity,

determine the way in which each

student relates to others, to their

academic, work, research, and

analysis,

organization,

and

verification of this information, and in

the planning and execution of

objectives and actions to enhance

the comprehensive professional

training

and

development

of

university students.

Finally, the definition specifies the

aims of comprehensive diagnosis,

which are to identify individual and/or

collective needs, prevent problems,

and plan actions that will have an

impact on the comprehensive

outreach

activities,

and

to

themselves.

professional

training

and

Another distinctive aspect is the

leading role played by students in

comprehensive diagnosis, meaning

that, in addition to knowing that they

are subjects of the process, they are

actively and responsibly involved in

the exchange of information, its

assessment and analysis, and the

development of university students

who, in a few years, will obtain a

degree in education.

This aspiration makes it possible to

define of

the

functions

comprehensive diagnosis, which will

185

Yoon-García et al. (2026)

be explained below, followed by the

laws and principles.

and between higher education

contexts, as well as between

educators and students, and also

Functions, laws, and principles of

in

the

reconstruction

of

comprehensive

diagnosis

in

knowledge as a dialectical path

of successive approximation to

the truth, based on the system of

indicators and the methods and

instruments designed for this

purpose.

higher education

There are many definitions that

express the concept of function, but

in essence, they all reflect that

functions constitute a type of activity

dominated by a set of operations and

management actions performed by

the subject, 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 through systematic

exchange between those

involved, to prevent possible

impacts on processes promptly,

as well as to take advantage of

potentialities and strengths to

promote the comprehensive

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 comprehensive professional

training and development of future

education graduates.

professional

development

students.

training and

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,

functions are identified, given the

essential characteristics of

three

interdependent

comprehensive diagnosis explained

above:

involving

comprehensive

diagnostic actions, always to

enhance the processes of

o Heuristic function: this is fulfilled

in the systematic and objective

discovery of issues relating to the

interrelationships that occur in

comprehensive

professional

training and development of

students.

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students in the Education degree program.

The "fundamental genetic law of

development," formulated by

The integration of both laws leads to

the reaffirmation that everything that

occurs in the system of relationships

within and between higher education

contexts can be used to investigate,

explain, and intervene systematically

and objectively, to discover individual

and/or collective needs, preventing

adverse effects, and planning actions

that have an impact on the

Vigotsky (Arias, 1999), is considered

itself the fundamental law governing

the diagnostic process:

Everything that has been formed or

is in the process of formation at the

intrapsychological level can be

expressed and understood through

the interpsychic (assignment of

professional

training

and

activities,

tasks,

interviews,

comprehensive

development

professional

education

experimental situations, observation

of the product of the activity, and

communication with the subject)

of

graduates, hence its importance in

the training of educational project

management skills.

(p.152).

By defending the idea that

intervention is an intrinsic part of

These laws highlight the dialectic of

the

comprehensive

diagnostic

comprehensive

diagnosis,

process, where real practice is its

beginning and end. In it, the process

understood as a helping relationship

that is offered according to the needs

of each individual or group to

stimulate development processes,

the second law governing the

comprehensive diagnosis process is

is

explained, and intervened in a

systematic and simultaneous

developed,

investigated,

manner as a dialectical path to

approaching the truth and as a way

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 and have been taken

up and enriched in doctoral research

activities,

tasks,

interviews,

and

experimental

situations,

communication)" (Carnero, 2019).

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Yoon-García et al. (2026)

by Meneses (2017) and Tarrió

intervention, from the application,

processing, analysis, and

(2017).

interpretation of comprehensive

diagnostic methods and instruments,

in the characterization of the

These authors agree in proposing

principles for student assessment

based on the framework that guides

student's

social

development

them:

the

historical-cultural

situation, in the process of its

analysis and the simultaneous

development of individual and

collective plans and projects to

improve it.

approach. Hence, we start from the

principles they have formulated to

propose those that should govern the

comprehensive assessment process

in higher education, in accordance

with the conditions and requirements

of this subsystem of education, that

is, based on its contextualization.

Everyone contributes to monitoring

and controlling compliance and to

strengthening the training processes

to achieve this. The comprehensive

diagnostic process enables us to

gain a deeper understanding of each

student's educational reality, and one

keyway to achieve this goal is

Principle of cooperation: The

diagnosis is made based on the

committed

and

responsible

participation of all those involved in

the students' educational processes,

essentially the school's leaders and

teaching staff, families, university

tutors, and workplaces where

through

the

committed

and

responsible participation of all those

involved in the process.

internships

are

carried

out,

Principle of dynamism: In this sense,

visits to classes, student group

activities, year and degree programs,

community factors, and the students

themselves, in a coordinated effort

by tutors, guidance counselors, and

year heads.

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

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students in the Education degree program.

learning processes and results,

understanding their bodily, gestural,

and emotional expressions, asking

them questions, and conversing with

them.

approach, and transformation of the

social environment, which gives

them different characteristics that

promote an interventional diagnostic

process that guides the training of

professionals who respond to the

model demanded by Ecuadorian

society.

This is the essential path for the

comprehensive diagnostic process,

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

Principle of comprehensiveness: this

involves getting to know the

individual in the context of higher

education and throughout their life. It

is essential to understand 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 interaction with

those involved becomes part of the

diagnostic process and should be

used optimally for that purpose. This

does not mean that it is not

necessary or advisable to use

It is not enough to know their

characteristics and behavior; it is

essential to understand and explain

specific

diagnostic

tests

or

their the

environment, how they perceive,

face, and resolve life's

interaction

with

techniques to obtain important

information and explore it in greater

depth

for

explanatory

and

contingencies, and how these affect

them, based on an analysis of their

past and present history.

interventional purposes.

In higher education, spaces for

intersubjectivity incorporate the

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

institution where students carry out

their work placements. These

processes are distinguished by their

professional nature, problem-solving

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Yoon-García et al. (2026)

objectives required of them by the

professional model, based on their

material conditions, the level of

preparation of the participants, the

characteristics of the subjects,

groups, institutions, or processes

under study, and the system of

self-improvement

through

the

integration of the university, the

family, the center where they carry

out their work placements, and the

community.

interdependent

indicators

that

respond to a unit of analysis to

organize knowledge, constitute a

basic aspect for the realization of this

process and the foundation of its

Furthermore,

the

idea

of

understanding and enhancing 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 aspects 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, with the

intention of achieving coherence in

the educational actions carried out in

the different contexts of higher

education and stimulating 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 direction of

educational projects with a greater

level of precision.

Principle

comprehensive diagnostic process is

successive search for the

of

scientificity:

The

a

information needed to reach the most

accurate conclusions possible about

the subjects. All of this requires the

information available at a specific

moment about the characteristics of

The use of a system of scientific

methods, instruments, and

procedures in accordance with the

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students in the Education degree program.

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

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 should also ensure that their

conclusions are justified only when

the evidence, from various sources

and using various methods, supports

or refutes the hypotheses, which in

turn will form the basis for the

construction of the conclusions of the

comprehensive diagnosis at a given

pedagogical

sciences

and

psychological

the particular

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

professors, students, and other

educators in the various higher

education contexts participating in

the comprehensive diagnosis, as

well as the methods, techniques, and

instruments 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

191

Yoon-García et al. (2026)

5. Conclusions

práctica. La Habana: Sello

editor Educación Cubana.

Comprehensive diagnosis in higher

education is conceived as a research

and educational process that

requires scientific rigor as well as

student involvement, cooperation

from professors and other educators

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