Editorial

Abstract

Education is a living process that requires constant analysis and continuous improvement. In this issue, we present three complementary perspectives: university self-evaluation as a driver of quality, error diagnosis as a means of strengthening learning, and graduates’ self-perception of soft skills as a bridge to the world of work. Together, these studies remind us that evaluation and improvement are not—and should not be—isolated processes, but rather the very essence of educating professionals capable of transforming their environment.