General Law on Higher Education: Promoting the Strengthening of Human Talent

Abstract

This study analyzes the General Law on Higher Education (LGES) in Mexico as a key tool for structuring agile and active learning environments from a hermeneutic and qualitative perspective. Its objective was to examine the decision-making criteria in educational policy established by the LGES, with an emphasis on their impact on teacher training and career path management. The findings show that the law articulates principles of inclusion, equity, sustainability, and quality, reflected in state reforms in Tabasco and Yucatán. These reforms cover topics such as indigenous education, emotional health, and gender equity. The theoretical discussion is based on models such as Chaos Theory, Gadamerian Hermeneutics, and the Career Ecosystem, highlighting the need to contextualize the regulatory framework at the local level. The implementation of teaching sequences based on the Theory of Didactic Situations promotes meaningful learning environments aligned with the competencies demanded by the 21st century. It is concluded that the LGES can guide relevant training strategies for strengthening human talent, and that synergy between legislation, teaching practice, and public policies is essential. Future lines of research are proposed, focusing on governance, distance learning modalities, and educational justice in diverse contexts.