Digital transformation model in the evaluation of engineering programs from an education 4.0 approach

Abstract

This article presents a methodology for the digital transformation of engineering programs, using an education 4.0 approach. In this sense, digital transformation is explored from a systemic perspective, which mainstreams the various high-quality accreditation factors of an academic program. Here a route is shown in which substantive functions, factors and characteristics are interrelated in order to carry out an education 4.0 approach.