THE GLOBAL CHALLENGE OF THE 2030 AGENDA AND THE SUSTAINABLE DEVELOPMENT GOALS PRESENT A FRAMEWORK OF OPPORTUNITIES, IN WHICH UNIVERSITIES MUST RESPOND TO THE DEMANDS OF A SUSTAINABLE SOCIAL ORGANISATION BY ADDRESSING THE ISSUES OF QUALITY EDUCATION, THE PARTICIPATION AND INCLUSION OF DIFFERENT SECTORS, AND THE NEED TO PROMOTE UNIVERSITY SOCIAL RESPONSIBILITY. IN RESPONSE TO THIS SITUATION, WE EXAMINE THREE EXPERIENCES THAT HIGHLIGHT THE REORGANISATION DEMANDED AT EACH OF THE THREE ORGANISATIONAL LEVELS: (1) MACRO: THE NEED FOR COOPERATION BETWEEN DIFFERENT UNIVERSITIES IN CHILE?S ?MACROCAMPUS?; (2) MESO: THE ORGANISATION AND RUNNING OF FACULTIES IN LIGHT OF THE CHALLENGES TO RENEW CURRICULUMS WITH THE EXPERIENCE IMPLEMENTED BY THE SOCIAL SCIENCES FACULTY OF PABLO DE OLAVIDE UNIVERSITY IN SPAIN; AND, (3) MICRO: THE INTEGRATION OF STUDENTS AND COMMITMENT TO THE NEEDS OF THE SOCIAL SURROUNDINGS, WITH THE E-QUIPU EXPERIENCE IMPLEMENTED AT PONTIFICAL CATHOLIC UNIVERSITY OF PERU (PUCP) IN PERU. THE REPORT WE PRESENT IS BASED ON A CASE STUDY, AND THE FINDINGS AND CONCLUSIONS LEAD US TO PROPOSE A NEW HOLISTIC-ORGANISATIONAL PARADIGM TO FACILITATE THE SUSTAINABILITY OF UNIVERSITIES. THE RESULTS OF THE RESTRUCTURING ALLOWED US TO CONDUCT A META-EVALUATION OF THE SUSTAINABILITY OF ORGANISATIONS WITHIN A PROBLEMATIC SITUATION (COVID-19), WHICH TESTED THE RESULTS OF THE RESTRUCTURING OBJECTIVE OF CYBERSOCIETY.

FOR CENTURIES, ENGINEERING HAS BEEN TAUGHT BASED ON DIVERSE EDUCATIONAL PARADIGMS, WITH A REMARKABLE PREDOMINANCE OF TRADITIONAL APPROACHES. DURING THE LAST DECADES, NEW EDUCATIONAL PARADIGMS AND DIDACTIC STRATEGIES HAVE ARISEN. NEVERTHELESS, IT WAS NOT ALWAYS THE CASE THAT ENGINEERING EDUCATORS HAD A CLEAR UNDERSTANDING OF A PARADIGM OR A STRATEGY BEING USED. THUS, AFTER AN EXHAUSTIVE REVIEW OF LITERATURE, THIS PAPER PRESENTS A GUIDE FOR ENGINEERING EDUCATORS THAT SHOWS HOW THE MULTIPLE DIDACTIC STRATEGIES ARE CLASSIFIED WITHIN THE FOUR EDUCATIONAL PARADIGMS FOUND IN ENGINEERING EDUCATION (POSITIVISM, CONSTRUCTIVISM, SOCIO-CRITICAL AND COMMUNICATIVE-CRITICAL). KEYWORDS: EDUCATIONAL PARADIGMS; DIDACTIC STRATEGIES; POSITIVISM; CONSTRUCTIVISM; SOCIO-CRITICAL; COMMUNICATIVE-CRITICAL