Retos y experiencias del compromiso universidad-comunidad en la educación superior desde la Nueva Escuela Mexicana

Abstract

This article presents a systematic review of university-community engagement in Mexico, examined in dialogue with the New Mexican School (NEM) framework and the principle of institutional autonomy in higher education institutions (HEIs). The problem addressed does not lie in the absence of connections between the NEM and university-based social responsibility practices, but rather in the conceptual ambiguity through which such articulations are framed, making it difficult to delineate their scope and tensions within higher education. Academic publications and institutional reports published between 2015 and 2024 were analyzed, focusing on university social responsibility, mandatory social service, and academic volunteering. The findings indicate that, although the NEM was primarily designed for basic education, its principles, human rights, inclusion, interculturality, and school-community articulation, offer relevant conceptual references for strengthening social engagement in HEIs. Furthermore, the General Law of Higher Education establishes a national coordination framework compatible with institutional autonomy, enabling processes of voluntary alignment in curriculum design and socially relevant research. The review identifies areas of convergence, implementation gaps, and structural limitations associated with limited systematization and the absence of shared evaluation indicators.