Internationalization of the curriculum through the use of mirror classes

Universidad Nacional de Catamarca (UNCA)- Tecnológico de Antioquia (TdeA)

Abstract

We can define the internationalization of the curriculum as the incorporation of international and intercultural dimensions in the contents of the study plans, the teaching and learning processes, in the competencies of the graduate, in the learning results, in the proposal pedagogy and in the evaluation processes in order to enhance the training of the student within the framework of a comprehensive internationalization strategy. The pandemic has put the internationalization of the curriculum, and universities began to develop a significant number of strategies related to it. Mirror classes emerge as an effective and relevant possibility, mediated by information and communication technologies (ICT), to internationalize the curriculum and strengthen cooperation ties with allied institutions, fostering academic, scientific and cultural interaction between teachers and students. Under this context, the purpose of this paper is to describe the experience of a cycle of mirror classes carried out with subjects of the Engineering career in Computer Science from UNCA, Argentina and subjects from TdeA, Colombia. Bliss activity began within the framework of the COVID-19 pandemic and continues in the present. In these spaces, students from both institutions were able to access training experiences of internationalization with different modalities, such as classes with professors from other countries, practical work developed in collaboration with students from other latitudes and access to new sources of information and knowledge of other cultures