The seven works that make up this volume aim to address the concept of education from the perspective of human development, taking as a starting point the double role that this concept plays in relation to education from three intrinsically interrelated levels of generality: theory, practice. and intervention.

The articles are grouped into two parts; In the first, theoretical approaches to the concepts of human development and education and the relationships between them are presented. Thus, the idea is defended that normative competence—the understanding of the norms and values ​​that underlie our actions—requires the acquisition of skills and knowledge whose study must be done through disciplines such as philosophical ethics and law, and is shows, through the study of different theoretical approaches to human development, the importance of this concept as a necessary element for the teaching-learning process.

The second part examines specific problems that represent challenges to education from the perspective of human development. Here topics are addressed such as the new routes that education has begun to follow; the role of mobile technologies in education; the intervention and transformation of social reality from the perspective of human development, and the role of human development as a transversal training axis in the academic training of students and in transformative educational experiences, especially those that seek the promotion of attitudes and values .

The authors hope that these works provoke an indispensable reflection on human development and education, and mark routes of action to face the challenges we face in the educational task.

Collaborating on this volume are Pilivet Aguiar Alayola, Víctor Cantero Flores, Alejandra Cazal Ferreira, María del Pilar Jiménez Márquez, Nancy Adriana León, Roberto Parra Dorantes, Miguel Reyes Hernández, Felipe Reyes Miranda, Eduardo Suárez Díaz Barriga and Lucila Zárraga Cano.