Tendencias y modelos emergentes en autoevaluación para la acreditación de programas de doctorado en educación en américa latina

This research, titled “Trends and Emerging Models in Self-Assessment for Accreditation of Doctoral Programs in Education in Latin America,” aimed to analyze innovative trends in self-assessment procedures applied to doctoral programs in education. Through document analysis, recent accreditation frameworks and regional self-assessment models were reviewed. The results indicated a shift towards qualitative indicators measuring social impact and innovation, and a harmonization of accreditation criteria with international standards. An increasing incorporation of technologies in self-assessment was observed, although challenges persist in equitable access to these technologies. The study concludes that self-assessment of the quality of these programs is being constructed from the perspective of university social responsibility, reflecting a shift in doctoral programs, focusing on both academic production and social contribution. The inclusion of a broader range of stakeholders in these processes provides a more holistic view of the effectiveness of academic offerings.