Theoretical Elements of Integrative University Core Functions as Pedagogical Processes Focused on Local Development

Abstract

This essay analyzes the theoretical aspects related to the integrative substantive functions of the university, which encompass education, research, and outreach, understood as pedagogical processes that contribute to local development. Higher education has a social function that goes beyond professional training; its scope extends to the community and how the community is shaped through research, innovation, and the resolution of local problems. The importance of substantive functions also relates to the ability to extend academic knowledge to social practices that require attention, community well-being, and regional development. A recurring issue is that many universities struggle to integrate these functions effectively; as a result, local development becomes more of a task than an actual outcome. The central proposition of this text is that when a university adopts an integrative approach to its substantive functions—viewing them as pedagogical processes oriented toward the context—it establishes a reciprocal relationship between the academic community and the broader society. From this integrative perspective, the knowledge, skills, and competencies acquired by students can be applied in their working environment; at the same time, the university benefits from the needs and challenges of the social context, fostering innovation in its pedagogical processes.