The transition to the Common Curricular Framework for Upper Secondary Education (MCCEMS, as its acronym in Spanish) in Mexico, established in AGREEMENT number 09/08/23, emphasizes the use of Learning Progressions as a central element of curricular design. This research aimed to develop a methodology for constructing context-sensitive learning progressions aligned with the MCCEMS. A descriptive approach with a non-experimental design was employed, based on the analysis of the curricular model developed by the Undersecretariat of Upper Secondary Education (SEMS, as its acronym in Spanish). As a result of this research, a methodology structured into eight phases was developed, drawing from the artistic paradigm of curricular design. To date, this methodology has been implemented in 49 Curricular Learning Units (CLU) within the General High School curriculum, impacting more than 27,000 students in institutions coordinated by the General Directorate of Baccalaureate (DGB, as its acronym in Spanish). Future research should focus on evaluating its impact throughout the three years of student education in the General High School program.

Authors:
Oscar Mendoza Ruiz, Dirección General del Bachillerato, Mexico
Alma Andrea Orozco Fierro, Dirección General del Bachillerato, Mexico

About the Presenter(s)
Alma Orozco holds a BA in Psychology (UNAM) and an MA in Education (UIW). She's an educational psychologist with experience in intervention, teacher training, and consulting. She works in research and evaluation at Mexico’s Ministry of Education.

Connect on Linkedin
https://www.linkedin.com/in/alma-orozco-f/

Additional website of interest
https://orcid.org/0009-0008-1289-6752

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