Implications of dialogical pedagogical gatherings for sustainable quality higher education

This research aims to analyze and understand university students' perceptions about the implementation of methodological strategy based on Dialogical Pedagogical Gatherings (DPG). This leads to an improvement in quality of Higher Education, consistent with goal 4 proposed in 2030 Agenda by the United Nations to achieve sustainable quality education. A qualitative methodology has been used, from a phenomenological perspective. Instrument used has been the focus groups, which is the most appropriate tool to deepen students' views on this topic of study. After implementation of this methodological strategy in "General Didactics" subject of Early Childhood Education Degree, during the 2019-2020 academic year, 9 groups of 10 people each have been developed. Subsequently, a content analysis was carried out with information collected in each group, obtaining satisfactory results. Students' conversations show that this methodology favors involvement and interest in teaching-learning process, stimulating reading, communication, social development, etc. Likewise, students are highly predisposed to consider such an experience in their future professional activity, since it favors comprehensive training of students for Early Childhood Education stage.