Thinking the University from the Classroom: Contributions and Challenges of the Vision 2040 Educational Model at the Universidad Autónoma de Ciudad Juárez

Abstract

This paper examines the Vision 2040 Educational Model of the Universidad Autónoma de Ciudad Juárez from a perspective grounded in teaching practice. It analyzes the tensions between the model’s normative principles and the actual conditions under which teaching takes place in Ciudad Juárez, a city shaped by structural phenomena such as inequality, violence, and migration. Methodologically, the study adopts a critical-interpretive approach based on a documentary review of the model and a situated analysis of its scope and limitations from the faculty’s point of view. Among the most relevant findings, the study highlights the need to strengthen institutional mechanisms that promote a critical appropriation of the model, as well as the importance of fostering teaching communities capable of collectively re-signifying its principles. The analysis underscores the relevance of the classroom as a space for epistemological dialogue, suggesting that meaningful university transformation must emerge from everyday teaching practices.