Universities shouldn’t focus solely on passing on knowledge that equips students for the job market. Their role is far more ambitious, as they aim to shape individuals who will leave their mark as agents of change in society. Since our foundation in 1993, this mission has been at the heart of what we do at Francisco de Vitoria University. To help realise this vision, we have developed a unique educational, teaching, and methodological programme that has become a hallmark of our identity: Formar para Transformar (Training for Transformation). At UFV, we strive to ensure that our graduates stand out not only for their technical excellence in their professions but also for their humanity in all aspects of life. For this reason, their time at university is crucial.
A sea of questions, a community of seekers.
Fernando Viñado, Vice Rector for Students and Integral Education at UFV, highlights that the university should be a space for seekers, for those who pose profound questions about the human being and the meaning of life, which defines a university oriented towards excellence. Viñado explains: “The university is the place for seekers, for those who ask the big questions. It may seem that young people come just to get a degree, but in every individual, there is this principle of searching. It’s true, sometimes it gets buried by screens and shallow entertainment. But sooner or later, one asks, ‘What do I want from myself?’ These are questions that don’t revolve solely around the self, they open up to others: ‘How do I take notice of them and care for them? How do I help to improve the world?’”
We want to prepare the conditions for students to look beyond the immediacy of entertainment or technical learning, for them to think and analyse problems, seek solutions, and ask even more questions. That’s what comprehensive education means.”
A vision for holistic education through core concepts.
Throughout our history, UFV has fostered a vision of holistic education based on essential guiding concepts. Fernando Viñado explains these as follows:
Formar para Transformar (Training for Transformation).: "It’s almost redundant, because all education should transform. 'One steps out of the box' because I have been with someone who has awakened a curiosity in me, who has opened my eyes to a broader reality, helping me see further. Education happens when, suddenly, something clicks and a burst of life is created. And it transforms for good. An education that does not lead me to care more for others is a degradation. And this abounds, creating much noise that drowns out the silence."
Awakening, discovering, deciding: “Awakening happens when light is shed, because students arrive somewhat asleep or, at the very least, we have lulled them into sleep. Our society, although very good, has a huge capacity to distract, mislead, and entertain. We become fixated on things that divert us from the real focus. And the bigger issues need time, calm, silence, and peace. In this triad, deciding is understood as taking control of your existence and all that it implies. Deciding to ‘be’ and not just to ‘have’. Deciding to see the essence of others.”
Razón abierta (Open Reason): “Benedict XVI said that we must broaden our horizons by recognising the limits of our own science and complementing it with the perspective of others. Pope Francis speaks of the ‘polyhedric vision”: perspectives that together form a whole. Dialogue with others is essential to find a synthesis of knowledge, which, sooner or later, brings us to a Truth with a capital ‘T’.”
Overcoming evil with good: UFV’s founding motto is a constant reminder of our mission: “Simply being aware that ‘good always triumphs’ is a fantastic legacy brimming with optimism. Truth, goodness, and beauty hold greater power than evil. Watching student societies thrive and seeing so many eager young people ready to make their mark is wonderful. We aim to foster a human revolution through higher education. The word ‘revolution’ comes from ‘to turn around’: it signifies a transformation of mind and heart, opening up to a deeper understanding of being, one that invites change and improvement. We want students to open their eyes and discover that they too can be part of that change.”
Expressing who you are, not just what you do. Social Action at UFV.
One of the ways UFV fosters this shift in students’ perspectives is through the Social Action programme, a requirement for all second-year undergraduates. Susana García Cardo, a former Journalism student (class of 1995), works in the UFV Institute of Student Support, which coordinates the programme for undergraduates from first through fourth year.
“Each year, 2,500 undergraduates complete 50 hours of social action as part of one of the 800 programmes available through NGOs with which the university collaborates. Many of the places where we help need these extra hands. But we’re not a solution. Our primary goal is for each student to experience a reality different from their own, to discover what they are capable of doing for someone they don’t know, a realisation that can change lives. Social Action enables them to understand that in the future, they may face similar situations, whether it’s the birth of a child with a disability or seeing a friend in rehabilitation.”
It’s not volunteering; it’s part of their training as students of this university and because UFV aims to graduate individuals who make a difference in society. Just as they practice with a simulator in an Anatomy class, here they have the opportunity to encounter the dignity discussed in Anthropology, finding it within someone who, like themselves, is in a vulnerable situation.”
For many students, this initial scepticism gives way to profound transformation. “I’m struck by the high percentage of undergraduates who continue with Social Action after completing their programme hours. There are many universities and many young people with degrees: journalists, lawyers, biomedical scientists. But students, who have experienced this, who can genuinely say they know how to work in a team and show initiative, who have had a social experience that changed their outlook, who define themselves by who they are and not just by what they do, that’s something unique to UFV.”
From journalism to building wells in Ethiopia: UFV Missions.
Some students deepen the human aspect of their professional lives by dedicating time to the Missions, especially in the summer. Alejandro Carballo, a former UFV student, is one of the people organising these experiences. His journey began with a summer of UFV missions: “In Ethiopia, I accompanied and supported 200 children with AIDS in an orphanage.” This experience changed his perspective and led him to pursue international cooperation projects. Upon his return, Alejandro partnered with the Emalaikat Foundation to build wells in Ethiopia, bringing significant improvement to the lives of many.
True to UFV’s educational ethos, these activities are not only humanitarian but also deeply formative. “We believe that undergraduates must immerse themselves in the culture of the country they visit, supported by guidance from the Humanities department to understand what they’ll experience. Our approach is to initiate projects from the ground up in developing countries and maintain them over time. We assess needs, determine how many students can be involved, open applications across the entire UFV, conduct interviews, and select the candidates.”
Alejandro highlights the transformative impact these experiences have on students’ lives, both personally and professionally. “We’ve seen many positive outcomes. Most of them emerge in their professional lives or personal projects later on, but sometimes the impact is immediate: a change in career direction, a shift in life priorities, personal growth. They often become more compassionate with family and friends, or develop a sense of care for those around them without needing to embark on missions abroad. And, in fact, the missions often truly begin once they return home.”
The social end-of-degree project: supporting victims, designing prosthetics, combating malaria, developing accessible games, and more.
Another academic dimension of UFV’s commitment to humanising professions is the social end-of-degree project, led by Ángela Barahona, director of social action. She describes it as “a programme dedicated to final projects with a social or entrepreneurial focus. These projects not only benefit the communities they’re directed towards but also provide students the opportunity to apply their knowledge in a practical and socially responsible manner."
UFV also promotes corporate social volunteering, enabling all staff members to dedicate up to twenty working hours a year to collaborate with social institutions or services, whether through training, web development, communications work, or food assistance programmes, among other options. Additionally, following the creation of the SAPNE, department for individuals with special needs, UFV supports the Avanza programme by the Promiva Foundation, allowing young people with disabilities to pursue vocational training and participate alongside UFV students in campus activities.
Numerous examples illustrate the value of this initiative. A few years ago, an undergraduate from the Bachelor’s Degree in Physical Activity and Sports Sciences developed a comprehensive health programme to support the families of victims of terrorist attacks.
"Last year, the project prize was awarded to a pharmacy students, a nun at the Mater Salvatoris School, who contributed to the establishment of a school in Benin, Africa. There, girls complete the French EBAU, meeting the same academic standards as students in France. However, they lacked science labs, meaning they had to memorise practical concepts in chemistry and biology without ever using a microscope or witnessing a reaction. Moreover, malaria is prevalent in the region. A particular local plant, known for its preventative properties against malaria, had been identified, and the undergraduate addressed both needs by proposing a plan to cultivate the plant on school grounds and establish a small lab. This initiative allowed students to study science practically while also supporting local health. The funds she received were invested in laboratory supplies, and UFV’s Faculty of Experimental Sciences donated microscopes and equipment to the school in Benin."
Another social end-of-degree project involved an students who developed accessible games for visually impaired individuals. Starting in his first year with simple adaptations of games like checkers and chess in his HCP class, he continued creating accessible games under the guidance of his Social Responsibility professor. For his final project, he developed an adapted version of 'Battleship' and even discussed its potential production with LEGO.
In short, UFV offers a university education that encourages students not only to become skilled professionals but also to commit to improving society within their respective fields. Through programmes like Social Action, Missions, and the Social End-of-Degree Project, as well as travel, cultural and sports activities, student societies, and events as part of the university extension, UFV integrates academic training with experiences that enrich students’ personal and professional lives, preparing them to become agents of change committed to the common good.