La competencia diseño del proceso educativo en la formación inicial del licenciado en Educación Especial.

This paper presents the results of a research study aimed at designing integrative actions to develop the competence of “educational process design” in the initial training of teachers in Special Education, with a focus on addressing socio-educational inclusion. The objective responds to the challenges currently faced by Cuban higher education, including increasing social demands and curriculum features that require contextualized training and active involvement of educational stakeholders. The research employed theoretical, empirical, and statistical-mathematical methods, which made it possible to identify both strengths and limitations in preparing competent professionals for inclusive educational practice. The proposed actions are distinguished by their integrative approach, linking career orientation, disciplinary training, and academic year planning from the first year of the program, in order to strengthen the individual and collective life projects of future professionals. Within this framework, the design of the educational process becomes the central axis of initial teacher training, promoting coherent, contextualized, and socially committed preparation.