The purpose of Academia.Holtec is:
“To help people achieve their individual and professional goals in their adaptation to the accelerated change, product of the fourth industrial revolution”.
Thus, throughout our educational process, different so-called “active” methodologies are applied, oriented at empowering students to achieve excellent results.
Academia.Holtec has faculty staff of outstanding experience, as well as lecturers with extensive professional- and class room experience.
Asynchronous education allows students to access materials at their convenience, promoting flexibility for balancing study with professional- and personal commitments.
It enhances accessibility for diverse learners, enabling participation without real-time constraints. Self-paced learning accommodates different learning styles, fostering a personalized experience.
Asynchronous platforms increase participation, especially for introverted individuals, and encourage global collaboration, enriching discussions with diverse perspectives.
Students benefit from time for reflection, critical thinking, and reduced scheduling conflicts. Asynchronous courses offer increased access to multimedia resources, fostering understanding.
Instructors can also provide more individualized guidance in this setting, addressing unique personal needs.
The adaptability to different learning styles contributes to a more inclusive and enjoyable educational experience.
Active methodologies are a set of strategies, methods, and techniques that place students – regardless of their educational level – at the center of attention and as the protagonists of their own learning process.
These education models encourage teamwork and stimulate critical-, analytical-, and creative thinking, leaving content memorization processes aside, which we consider long obsolete.
Active methodologies encourage students to develop their skills, transitioning from knowing to knowing-doing, thus preparing them to apply the acquired knowledge and experience to real-life situations in their day-to-day professional environment.
Active methodologies focus on students as the protagonists of their own learning process, implying full confidence in their ability and self-discipline for the development of a self-monitored study process.
We consider that any of these methodologies or a combination thereof is applicable, depending on the study subject; we determine which are most suitable based on client requirements and the particularity of the matter at hand.
In summary, we design our courses always considering the application of those active methodologies we consider to best serve student needs as well as promote deep learning.
Millennial, binary culture has been a constitutive element of social relationships, establishing immutable truths about power and sociocultural relationships among women, men, other gender identities, and any sexual orientation, including LGBTIQ+.
Within these traditional archetypes, people have built their identity, interacting and organizing their participation in society inflexibly.
Given its historical and universal nature, these relationships and identities vary from one culture to another and have fortunately transformed over time.
However, perhaps where this binary vision has been most perpetuated is in education. Gender stereotypes are still practiced daily in people’s formation, resulting in significant gaps in comprehensive education and inequality in academic outcomes.
They create insurmountable disadvantages for women in subjects related to the STEM disciplines science, technology, engineering, and mathematics and, for men, in reading comprehension, the arts, emotional expression, and freedom of professional choice, among others.
We understand that education is not the only constituent, but it undoubtedly perpetuates and naturalizes segregation and inequality between women and men, significantly influencing their future choices and decisions.
Options are configured under this perspective in various fields, such as the job market, the occupations they hold, salaries, pensions, and access to decision-making positions.
This leads to labor competitive advantages for only 50% of the population and rigid opportunities regarding access to income, resources, and quality of life.
The gender approach is a perspective that deeply analyzes these structures, reviewing human relationships in terms of the exercise of power, and access to material-, intellectual-, social-, and cultural resources. It is a way to understand reality based on the sex variable, gender determinants, and their manifestations in a specific formative, geographic, cultural, ethnic, and historical context.
Gender perspective not only articulates based on what it means to be a woman or a man but also refers to differences in class, ethnicity, race, age, and religion, among others.
This allows visualizing and recognizing the existence of hierarchy and inequality relationships between women and men, predetermining both groups and other gender identities and/or sexual orientations.
Oppression, injustice, subordination, discrimination, and invisibilization, particularly towards women and the feminine, also limit the full development of men and the masculine in traditionally stereotyped “feminine” fields or occupations.
The gender perspective places us in a historical position, recognizing that all individuals have the right to develop their learning potential and self-realization. Thus, each person has the possibility of enjoying similar opportunities, resources, and rewards, recognizing the equality of rights, regardless of the biological differences people were born with.