CHOOSING THE ENGINEERING CAREER CONSIDERING THE COMPLEXKNOWLEDGE OF HIGHER EDUCATION IN UNIVERSITIES

Abstract

The decision to pursue an engineering career can be understood as a multifaceted process shaped by the interplay of individual, social, economic, and educational influences. This paper examines the issue from the perspective of complex thinking, emphasizing that career choice does not adhere to a linear pathway but instead operates within a dynamic and multidimensional framework where personal abilities, societal expectations, labor market dynamics, and institutional settings intersect. In addition, it reviews theoretical contributions that highlight the multifactorial character of vocational guidance and its strong connections to psychological, cultural, and socioeconomic factors.

In the context of higher education in Latin America, key issues arise concerning the quality of education, disparities in access to opportunities, and the imperative to reinforce the role of universities as providers of guidance. In this context, particular attention is given to initiatives within the Bolivian university system that focus on vocational support. Moreover, the framework of complex knowledge is incorporated, advocating for an engineering education that extends beyond technical instruction to foster comprehensive development, enabling individuals to navigate uncertainty and meet the demands of the twenty-first century in both social and professional contexts.