Cross-cutting projects for improvement through planning in the academic performance of high school students

Abstract

Educational processes require strengthening teaching practices to orient training toward a student-centered approach. This study aims to implement a methodological proposal so that teachers acquire the necessary tools for planning and implementing cross-curricular projects linked to the students’ context as a teaching-learning strategy to effectively develop the learning trajectories of upper secondary education students. The research arises in response to a central problem identified at Official Preparatory School No. 57 in Atlacomulco, Mexico. A qualitative research approach was developed, employing a survey to assess teachers’ knowledge and application of this approach. The results show the persistence of traditional approaches despite technological and social changes, along with curricular difficulties for students that limit skills development and the cross-curricular integration of content in its contribution to life skills education. The limited capacity of teachers to design cross-curricular projects, due to a lack of understanding of the theoretical and methodological foundations of this curricular strategy, coupled with student difficulties, necessitates a methodological proposal to support teachers in project formulation. This proposal aims to enable them to recognize the progressions within the programs of the various academic units and, through continuous learning, develop collaborative initiatives with an impact on the classroom, the school, and the community.