Implementation of Pedagogical Strategies to Achieve High-Quality Accreditation in the Distance Learning in Animal Science Program

This paper analyzes the pedagogical and academic management strategies implemented by the Animal Science program at Universidad Nacional Abierta y a Distancia (UNAD) to achieve and maintain high-quality accreditation within the distance learning modality. The research arises from the need to strengthen higher education processes relevant to the Colombian agricultural sector, particularly in rural contexts marked by significant gaps in educational access, coverage, and quality. Its main objective is to describe the institutional, curricular, and academic actions developed to ensure program quality and respond to the needs of the productive, scientific, and territorial sectors.

The initiative was implemented through continuous institutional self-assessment processes based on the UNAD Accreditation Model, integrating internal and external program evaluations, participation from the academic community, and coordination with the productive sector. The methodology included curriculum review processes, quantitative and qualitative analyses of academic content, the strengthening of curricular networks, the implementation of b-learning strategies, the development of in-person practical components, and the participatory design of improvement plans. In addition, mechanisms for collaboration with agricultural entities, academic associations, and local stakeholders were implemented to validate the relevance of the curriculum and the program’s professional competencies.

The results indicate that the program successfully consolidated its high-quality reaccreditation processes, becoming the only accredited distance-learning Animal Science program in Colombia. Key findings include the curricular update, which incorporated new courses focused on rural extension, ethics in animal production, animal welfare, and research methodologies; the strengthening of international academic events; improved pass rates through b-learning strategies; and the consolidation of partnerships with the productive sector. Furthermore, consultations with public and private entities indicated that the curriculum responds to 95 % of the needs identified within the national livestock sector.

The study identifies high-quality accreditation as a process that promotes pedagogical innovation, rural inclusion, and continuous improvement, thereby strengthening institutional capacity to train autonomous and ethical professionals prepared to address the challenges facing rural communities and the Colombian agricultural sector. The implemented strategies contribute to consolidating distance higher education models grounded in regional relevance, sustainability, and the transformation of the livestock sector.