The University aspires to train qualified professionals, who cultivate their own particular potential and develop their unique qualities and aptitudes; who do not lose the capacity for amazement nor to fair and constructive criticism; that do not allow the virtue of wonder to be numbed in front of the prodigious balance of nature; that enhance the attraction to investigate, imagine and create; and that feel invited to contribute to the establishment of better and more favorable forms of social interaction.

The University hopes that this personal development of its students and of the professionals who graduate from its classrooms, will allow them to face their lives and responsibilities in a balanced and optimistic way, and thus approach the scope of the authentic, even if limited, satisfactions that earthly existence can bring. In short, it is expected to form people who live their lives fully, who cultivate friendship, who know how to enjoy, but who also dedicate an important part to the search for their harmonious and comprehensive training in the intellectual aspect. Thus, its educational work goes beyond a simple educational process: It is promoted as part of their daily management, an effective interaction between directives, faculty, and students is encouraged, since the development of a straightforward and formative relationship is considered eminently positive and enriching, between teachers and disciples.

This interrelation is framed in the purposes of transmitting information and knowledge, facilitating the meeting and participation of students in activities that promote the exchange of ideas and experiences, in a plan of harmony and responsible coexistence.

This interrelation is framed in the purposes of transmitting information and knowledge, facilitating the meeting and participation of students in activities that promote the exchange of ideas and experiences, in a plan of harmony and responsible coexistence.

Within a balanced education, the development of sports activities also occupies an important place, recognizing the impact they have on the formation of youth and on the development of beneficial practices for spiritual and physical health.

A balanced education ensures that the training of its students allows and guides them to carry out the actions that correspond to them to undertake, in all planes of their lives, with honesty, respectability, without trifles and adjusted to personal, family, social, and ethical values.

It also preferentially implies the search for excellence in academic achievement. We aspire for our students to practice active learning, where they are the protagonists of their own development. Therefore, our academics will stimulate the investment of time in the task of learning and collaborative learning, where students organize to study, learn and mature together, solve problems and seek information. Another dimension of a balanced education, no less important than the previous ones, is the development of the capacity to undertake new challenges.

For the University it is important that its graduates have the mentality of pioneers rather than followers, where imagination, proactive thinking and flexibility play a vital role.

The achievement of a balanced education, forces to establish its goals as transversal objectives of the study plans. The attraction to investigate; the experience of the processes and principles of science; knowing how to value the importance of technology; professional training focused on contemporary problems, being an entrepreneur, are life attitudes. This is not achieved only by learning a set of subjects, it requires the formation of habits, skills, values and the acquisition of strategies over time.

For this reason, our study plans are structured in lines or areas that longitudinally cross the education of our students and that allow the learning, meditation and maturation of our students to increase as they progress in their studies.

The most challenging aspect of current development is the advancement of knowledge. It seems ineffective to maintain the tradition of curricular structures where fragmented, encyclopedic and frontal teaching has been privileged. It is therefore of particular importance the fact that, together with the revision and modernization of the curriculum, both students and teachers make an important effort to promote Autonomous Learning.

It is then necessary to deliver to young people, strategies that help them develop this ability, introducing segments of their subjects or even complete subjects where the student works with digital media or complements face-to-face classes with self-learning texts, project development, work with casuistry, problem solving and investigations that require bibliographic search and analysis, among other modalities. These methodologies favor self-learning, but above all active learning.