Abstract:

The 2030 Education declaration focuses attention on “access, equity, inclusion, quality and learning outcomes, within an approach to lifelong learning”, thus being professionals responsible for the educational process must ensure that their students acquire the theoretical and practical knowledge to promote sustainable development.

The participants of this study were Psychology students, in the Orientation subject, who were involved in collecting data about the necessities of academic, personal and professional of students of the social related careers, as also in psychological well-being, up to the development of an intervention proposal, through the “challenge-based learning” strategy, which responds to the needs found in the field.

The objective of the study work is to develop in the Psychology students the competence of knowing how to diagnose and intervene in the orientation needs of university students through learning based on challenges, to contribute in an innovative way in their professional training, as well as offering resources for university orientation services.
In the educational research work, 300 students from Psychology, Education, Communication and Law degrees from a university in Ecuador were involved, and for the educational innovation work of challenge-based learning, 70 students participated in the subject of Orientation in the Psychology career.

The methodological design has a quantitative, descriptive and transectional cut; to draw up the diagnostic baseline, two instruments were used: Questionnaire on the needs of university orientation in Ecuador and Scale of Psychological Well-being.

This educational innovation was designed under the “Challenge Based Learning” model, through which the student's interest is used to give practical meaning to their education, while developing key competences. This methodology has been selected for the work of future psychologists, main actors in the process, so that they develop skills for their professional profile, such as evaluation, diagnosis and intervention.

From the results found, it is evident that university students have 25% personal orientation needs, 15% professional orientation, 12% in academic orientation, and a higher percentage that does not know / does not answer about what type of orientation they require. Thus, work in orientation processes in general is required, highlighting the importance it has in personal, academic and professional development.

Keywords:

Orientation needs, educational innovation, challenge-based learning.