Promoting an Academic International Profile in Undergraduate Students of Psychology Programs in Colombia

Authors

DOI:

https://doi.org/10.26817/16925777.775

Keywords:

Student engagement, Professional Development, Merit Scholarships, Academic Degree, International Educational Exchange

Abstract

The present reflective article aims to describe some challenges that psychology programs in Colombia must face in the future, in order to let their students achieve an international professional profile and to improve their academic quality. First of all, psychology programs need to implement a bilingual curriculum, with many basic and professional courses in a foreign language like English, to teach students to think social and psychological problems in a wide intercultural way (Coulson & Homewood, 2016; Taylor & Hulme, 2015). Secondly, psychology professors should motivate their students to acquire higher levels of engagement with bilingual communication learning, to have better opportunities of professional development by applying to academic exchange experiences with international universities.

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Author Biographies

Germán Andrés Torres-Escobar, Universidad Católica Luis Amigó, Colombia

Is  a full-time  professor  at  Universidad Católica Luis Amigó,  Faculty  of  Psychology and Social Sciences in Bogotá. His research interests are schooling topics, educational psychology, and school guidance. He also worked as school counselor in two private educational institutions.   

Rolan Arcadio Correa-López, Universidad Católica Luis Amigó, Colombia

Is  a full-time  professor  at  Universidad Católica Luis Amigó,  Faculty  of  Psychology and Social Sciences in Bogotá. His research interests are neuropsychology, neurosciences and cognitive processes in human beings.  He also teaches psychology at Universidad Cooperativa de Colombia.

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Published

2020-12-21

How to Cite

Torres-Escobar, G. A., & Correa-López, R. A. . (2020). Promoting an Academic International Profile in Undergraduate Students of Psychology Programs in Colombia . GIST – Education and Learning Research Journal, 21, 225–242. https://doi.org/10.26817/16925777.775