EDUCATIONAL QUALITY IN HIGHER EDUCATION OF ETHNIC COMMUNITIES: A BIBLIOGRAPHIC REVIEW

Abstract

This article presents a bibliographic review on educational quality in higher education for ethnic communities, with the purpose of identifying advances, challenges, and proposals aimed at inclusion and equity. The methodology employed was qualitative, based on the compilation, analysis, and systematization of academic sources, primarily doctoral and master's theses, published in the last five years. These sources focus on public policies, intercultural pedagogical models, and contextualized educational experiences, published in databases such as Google Schools, Redalyc, Scielo, Dialnet, and institutional repositories of Colombian and Latin American universities. The findings show that, although regulatory frameworks exist that promote equity in access and retention for students belonging to ethnic communities, significant gaps persist in terms of infrastructure, intercultural teacher training, curricular relevance, and community participation in educational management. In addition, good practices are identified that integrate ancestral knowledge and active methodologies as strategies to strengthen cultural identity and improve teaching-learning processes. The conclusions highlight the need for a comprehensive approach to quality that is not limited to quantitative indicators but rather considers cultural diversity as a cross-cutting theme of academic practice. It is recommended that evaluation mechanisms with a differential approach be strengthened, intercultural dialogue be fostered, and sustainable funding for inclusive programs that respond to the sociocultural realities of ethnic communities be guaranteed.