The curriculum design can be understood as a dimension of the curriculum which shows the

methodology, the actions and the result of the diagnosis, modeling, structured and organized curriculum
projects in higher education. It establishes a determined educational conception, which when developed
aims to solve problems and satisfy educational needs, with its evaluation facilitating the improvement of
the teaching-learning process.

Curriculum design is a methodology in the sense that its content explains how to develop the curricular
conception, it is an action insofar as it constitutes an elaboration process and it is a result because it is
embodied in curricular documents, said conception and the ways to put it into practice.

Curriculum design is a process that higher education institutions must carry out with a certain frequency
in order to expand or update their educational offerings. The result of the curricular design is the
document where the organization, operation and integral evaluation of the proposed training are made
explicit.

The planning phase in curriculum design is of utmost importance because the correct operation, or in
any case the operation reducing risks of error, and the adequate evaluation of the curriculum depend on
it. Strategic planning offers a methodological framework that can be applied to the structuring and
shaping of a curriculum.

The curriculum design is the product of the commitment that responds to the social experiences in the
training of professionals, establishing an educational project, which serves and conditions the
development of the teaching-learning process in higher education, this is elaborated from the bases by
means of a theory and is the bridge between theory and educational practice.