Evaluation of interventions for continuous improvement in Cuban universities: challenges and perspectives

Abstract

The article aims to critically reflect on the main challenges associated with the evaluation of interventions intended to promote continuous improvement in Cuban universities. Based on this analysis, it seeks to propose contextualized criteria that may contribute to strengthening evaluation processes and university management. The study was developed as a reflection article grounded in the analysis of specialized scientific literature published mainly between 2016 and 2025, regulatory documents governing Cuban higher education, and institutional experiences reported in academic publications. The analysis focused on identifying recurring problems, evaluation practices, organizational factors, and criteria applicable to the Cuban university context. The analysis highlighted the need to move beyond a conception of evaluation primarily centered on control and accreditation toward evaluation processes integrated into institutional management and organizational learning. It also underscored the importance of strengthening the articulation among self-evaluation, strategic planning, monitoring, and the participation of university stakeholders. In addition, six criteria were contextualized for the evaluation of interventions in Cuban higher education: relevance, coherence, effectiveness, efficiency, impact, and sustainability. It is concluded that the evaluation of interventions in Cuban universities should be understood as a systematic and ongoing component of institutional management. The contextualization of evaluation criteria, their integration with planning and monitoring processes, and the use of evidence for decision-making may contribute to strengthening an evaluation culture oriented toward institutional learning and the continuous improvement of Cuban higher education.