Review of comprehensive care models for diversity that guarantee learning in higher education.

Abstract

Introduction: This literature review deals with comprehensive care models to attend to multidiversity and guarantee learning in education, recognizing from a historical perspective their origins and evolution over time, until they become the tools that currently allow configure educational spaces capable of responding to the needs of the student population regardless of their physical, social, economic and cultural contexts. Objective: To describe how comprehensive care models for learning in higher education are conceptually addressed according to the literature of the last five years. Methodology: A documentary review of bibliography related to the topic was carried out in recognized databases and metasearchers. Results: A total of 52 documents were found in the Spanish language, mostly from Latin American countries and Spain, published between 2015 and 2020. Conclusions: The literature found identifies the names that models of comprehensive care can receive according to their place of origin or their approach to meeting the specific needs of educational institutions. It also recognized that these models are based on guiding principles, which have philosophical, normative, conceptual and organizational frameworks that require the participation of all members of the educational community involved in each of the eight phases necessary for their design and implementation.