International academic mobility: a reflection from the pedagogies of differences Movilidad académica internacional: una reflexión desde las pedagogías de las diferencias

Abstract

The United Nations (UN) aims to achieve equal access to quality education for all people by 2030, highlighting the importance of eliminating gender disparities and ensuring the inclusion of people with functional diversity, indigenous people and other marginalized groups. The role of the internationalization of education in this process is highlighted, driven by state policies and guidelines from Higher Education Institutions (HEIs), which has led to improvements in academic quality. From this perspective, it was proposed to reflect on the analysis of the context and the pedagogical diagnosis (PD) as fundamental elements in International Academic Mobility (MAI), understood as part of the main axes of action that have been established in Colombia in terms of education. It is concluded that, in addition to the acquisition of knowledge in a foreign environment, MAI implies the promotion of inclusion and diversity in all its forms, as a guarantee of an enriching and equitable educational experience for all students involved.