Didactics for self-regulation of learning and literacy

A significant advance in the self-regulation of learning and the strengthening of reading and writing skills in students entering higher education is related to the methodologies and didactics used by teachers to strengthen the teaching and learning processes. Hence the urgent need to generate strategies that allow on the one hand the achievement and enhancement of the expected competencies and on the other no less important motivation and permanence in academic life and the formation of more suitable professionals for a competitive and increasingly globalized system.