Evidence-based decision-making in Chilean higher education: the MITEDEC framework.
DOI:
https://doi.org/10.53382/issn.2810-7977.60Keywords:
decision-making, competency-based education, Chile, artificial intelligence, higher educationAbstract
Preparing professionals capable of acting in complex contexts requires moving beyond educational models focused exclusively on the acquisition of disciplinary knowledge. Evidence-based decision-making is an integrative competence through which students select, interpret, and contrast scientific information, disciplinary knowledge, contextual factors, ethical considerations, and professional experience to justify appropriate courses of action. However, research on competency-based education, critical thinking, authentic assessment, professional judgment, and artificial intelligence has addressed these components predominantly in isolation. This article develops the Integrative Framework for the Development of Evidence-Based Decision-Making Competence (MITEDEC) through an integrative review and a conceptual synthesis process. The framework comprises five interdependent levels: institutional conditions, pedagogical processes, cognitive-professional processes, decision-making competence, and professional performance impact. Artificial intelligence is incorporated as a transversal cognitive mediation whose educational value depends on information verification, metacognitive reflection, human judgment, and ethical responsibility. MITEDEC proposes that this competence does not emerge from an isolated course or teaching method, but from a longitudinal trajectory of increasingly complex curricular, assessment, and professional experiences. Within the Chilean context, the framework provides guidance for articulating graduate profiles, learning outcomes, authentic assessment, internal quality assurance, and institutional artificial intelligence policies. Finally, it establishes foundations for future conceptual validation, operationalization, and empirical evaluation.
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