The emergence of new paradigms in the field of academic formation, bases the need to conceive the process of knowledge production from an integral vision that guides the development of systemic thinking. Consequently, the purpose of the research was to analyze, in the context of university education, innovative didactic tendencies focused on mediation processes that contribute to the strengthening of systemic thinking and allow a self-recognition of areas of individual and collective action for the timely decisions. The methodological design was based on an interpretative and dialogical analysis, whose empirical referent was represented by a population of students enrolled in university academic programs in economic and social sciences. The results show the need to transcend the capacity of knowledge appropriation in the classroom, through the development of competences to undertake and empower themselves in socially dynamic contexts. In general terms, it is promoted in the course of academic training the mastery of didactic processes to strengthen the training of professionals from a transdisciplinary and systemic perspective. It concludes on the pertinence of defining didactic strategies oriented to the development of competences as interpreting, interacting and transforming the context, where a logical reasoning is foreseen and the strengthening of cognitive and metacognitive structures.

Keywords: academic training, systemic thinking, didactic tendencies.