Una interfaz política-ciencia desde el pregrado: GobLab como caso de estudio

This article analyzes the potential of undergraduate education to strengthen the relationship between science and policy through the case study of GobLab, an experiential learning strategy implemented at Universidad Externado de Colombia. Based on a constructivist pedagogical model and inspired by the educational model of the University of Twente, GobLab combines problem-based learning with fieldwork to connect academic knowledge with real public challenges. Based on a documentary and focus group analysis, the extent to which the GobLab model enables or inhibits the science-policy interface is assessed, considering four dimensions: connectivity, applied knowledge transfer, legitimacy and co-production of knowledge. The findings show that GobLab promotes iterative links between students, teachers and decision makers, contributing to the solution of local public problems. However, structural tensions related to its scalability, sustainability and impact on broader policies are also identified. It is concluded that GobLab constitutes a promising interface model that institutionalizes collaboration between academia and policy actors and strengthens the development of key competencies for public affairs.