La pertinencia curricular de la asignatura Seminario de Estudios Filosóficos e Históricos (SEFH) en el Instituto Tecnológico de Costa Rica: análisis desde la percepción estudiantil y el contexto universitario

Abstract

This article analyzes the curricular relevance of the course Seminario de Estudios Filosóficos e Históricos, SEFH, offered by the Escuela de Ciencias Sociales at the Instituto Tecnológico de Costa Rica. The study is based on a doctoral research project conducted in 2020 and examines students’ perceptions of the course, as well as its coherence with the entry profile, institutional attributes, and curricular quality criteria.

The research followed a qualitative approach supported by quantitative elements, under a descriptive interpretive design. Open-ended questionnaires were administered to 42 students, and interviews were conducted with faculty members, program directors, and staff from the Centro de Desarrollo Académico. The findings indicate that the course is valued for its contribution to critical thinking, ethical reflection, and comprehensive education. However, weaknesses were identified in the relationship among objectives, contents, methodology, and assessment, as well as in the course’s placement within the curriculum.

The study concludes that SEFH is a relevant formative space within technological higher education, but it requires curricular and methodological updating in order to strengthen its internal coherence, its articulation with institutional attributes, and its contribution to students’ humanistic education.