The Pedagogical Approach of Systematic Inquiry (EPIS): An Essential Strategy in the Training of Academic Intellectuals with Critical and Transformative Thinking

Sharing critical elaborations and perceptions regarding the work and commitment of educators (academic professionals) in the construction of critical and reflective thinking in response to the current situation of Colombian education, within a context of technological advancement and colonization (digital era, the consolidation of artificial intelligence, automation, and robotization of processes, among others), becomes the central purpose of this article. It presents a series of challenges and imperative demands for social and academic intellectuals, requiring the structuring of clear and well-argued responses directly related to equity, equality, respect, the preservation and defense of human rights, peacebuilding, and peaceful coexistence. The body of this research article is structured into four sections. First, it outlines the theoretical and conceptual positioning (theoretical references). Then, it delves into the process of deconstructing and reconstructing educational reality. It continueswith an illustrated argument on the formation process and its inclusive relationship with subprocesses related to curriculum, pedagogy, didactics, and evaluation, as determinants of "the construction of critical identities". The article concludes by presenting a well-founded and broad possibility for change based on the development and implementation of a pedagogicalapproach—EPIS—grounded in "systematic inquiry", emphasizing the need to address situated problems, as an essential aspect of the training process in which the academic intellectual (educator) is embedded.