La integración de los procesos sustantivos universitarios docencia-investigación-extensión: reflexiones fundamentadas

The importance of integration between the substantive processes of the university, as a resource for bringing together academia and social practice, is becoming more evident every day due to the benefits it brings, both for the training of competent professionals and for solving problems in the context of interaction of Higher Education institutions. The objective of this article is to reflect on the teaching-research-extension triad in terms of how the relationships between them are addressed in scientific literature, specifically in relation to their integration. To achieve this, the method of scientific literature review was used, supported by its techniques: source selection, reading and recording, hypothesis formulation, identification of patterns, trends and relationships between the sources of consultation, theoretical verification of hypotheses, conclusions and contribution or enrichment of the theory. The main results show an undeclared tendency to magnify teaching (in person or online), to the detriment of the rest of the substantive processes, as well as the lack of rigor in the application of contextualized research, which encourages the detection of the causes of the problems being studied and the proposal of pertinent solutions. It is concluded that the integration between the teaching-research-extension processes is in the discourse of most of the educational models that are currently applied, but it is not a reality achieved in the daily practice of many Higher Education institutions.