Transformación pedagógica y calidad educativa en la educación superior en contexto intercultural

Intercultural higher education faces the challenge of responding to the cultural, linguistic, and epistemological diversity of the peoples and communities participating in educational processes. In these contexts, predominantly Eurocentric pedagogical practices and approaches persist, which can limit the incorporation of ancestral knowledge, cultural relevance, and community participation. Within this framework, this literature review analyzes the main theoretical contributions and documented experiences regarding pedagogical transformation and educational quality in intercultural higher education, identifying convergences, tensions, and challenges for the development of inclusive and culturally relevant university models. The research was conducted using a qualitative-descriptive approach; the universe consisted of academic publications related to the categories under study, while the population was limited to scientific articles published over the past fourteen years. The search was conducted in Scopus, SciElo, Redalyc, and Dialnet. Initially, 25 potentially relevant documents were identified; subsequently, through a review of titles, abstracts, keywords, and—when necessary—the full text, the list was refined. As a result, 22 articles met the inclusion criteria and constituted the final sample. The studies show that universities are essential spaces for strengthening cultural identities, revitalizing languages, and developing pedagogical models adapted to the local context. However, tensions persist due to the predominance of Eurocentric approaches, which hinder the effective integration of ancestral knowledge into university curricula. In this regard, pedagogical transformation requires structural processes aimed at epistemological democratization, the strengthening of intercultural teaching practices, and the creation of a more inclusive, equitable, and relevant higher education system. In conclusion, changes are needed at the epistemological, curricular, institutional, and pedagogical levels to promote horizontal dialogue among different forms of knowledge, community participation, and culturally relevant educational approaches.