In a socio-historical context that sustains academia as a tool for advancement and development, the most elementary parts that interact with this perspective are quality and the application of the lessons learned. Seen from this perspective, it would be necessary to evaluate how the models of education have transcended and have been transfigured according to the needs of the world in constant change, and here is where the true uncertainty arises, which refers to the current context of education and the possibility not very close to certifying that over time, education has effectively managed to train competitive and regenerative people in every aspect of the current situation.
Education is the tool through which people, since the beginning of time, have used to think, propose, devise and overcome, contributing not only to individual well-being but also to a collective well-being, since through this, it is possible to generate survival strategies that help the development of societies. However, when it no longer responds to the needs of the population, and is not seen as an indispensable virtue, but as a waste of time, and even worse an unnecessary obligation, this is when the time comes to reassess and generate changes, strategies and proposals, which seek to encourage the interest of students to perform quality work.
The cultural decadence that we live day by day, helps us to understand that what was once the best way to teach, in those times of the industrial revolution, has become a system in a few words, "useless", which gives as a result people unprepared for the advanced society that becomes more competitive every day. It is important to recognize that if times change we must do it too, otherwise we will be stuck in the sea of ignorance, and impotence will arise to solve the new challenges proposed by this reality.
It would be questionable to affirm that the educational methodology that has been carried out since the illustration, is giving positive results, in terms of preparing integral people, that contribute to society and counteract the current problems, in a globalized world, taking into consideration the evolution of a world changing and its new technological distractions.
If it is not working, how can we improve the quality and replace the old teaching parameters, with those that adapt to the variable society, and that reconnect the lost ties between the student and the teaching, creating spaces driven by creativity, inspiration, and multiple intelligences, which not only seek the realization of the student in the long term, but to highlight their qualities and guide him/her in the development of their skills.
It takes more strength, more energy, more creativity. Teachers must believe that they are not workers of a factory of Chinese products; instead they are the guides of the future.
The cards are placed on the board, quality versus quantity. How many people need to go through the assembly line that has been generated in education, in proportion to the quality of it, to understand that we are in a drought of brilliant minds at the service of change in the world?