Curricular transformations in Chilean Higher Education: A systematic review of approaches, tensions, and innovative proposals

Abstract

Objective: To systematically analyze the academic production on university curriculum in Chile, published between 2018 and 2024, through a review aligned with PRISMA 2020 guidelines. Method: The databases Scopus, SciELO, and Redalyc were consulted, applying inclusion criteria that considered peer-reviewed studies, in Spanish or English, focused specifically on the Chilean university curriculum. Out of a total of 471 identified articles, 14 studies met the established thematic and methodological criteria. Results: The findings reveal the coexistence of functionalist, critical, and complex approaches, along with tensions related to normative fragmentation, institutional resistance to change, and weak territorial connections. In addition, innovative curricular models emerge, focused on sustainability, critical citizenship, digitalization, and participatory design. Conclusions: Despite existing obstacles, significant experiences were identified that support the advancement towards more inclusive, relevant, and context-sensitive university curricula.