The complexity of the current social and educational scenarios requires constant reflection, action and critical stance on the part of the IUS in their educational-pastoral and pedagogical journey towards the meeting of young people and in a commitment to educate in political service (Aguinaldo Rector Mayor, 2020). Along these lines, it is proposed to discuss the contemporary challenges faced by Salesian higher education in general and the faculties of education in particular as trainers of educators, in attention, among other things, to the pandemic effects and post-pandemic contexts “new normality” and the challenge accompaniment as an educational strategy.

In every Salesian educational environment, the pedagogical proposal places the young subject at the center of the process. The accompaniment and the atmosphere of familiarity, as methodological strategies, promote spaces for youth participation and the construction of citizenships. For this reason, in this line, it is proposed to reflect on the new and perhaps novel spaces for participation and construction of youth citizenships and reconfiguration of Salesian associations based on access to social networks and the appropriate use of them, as well as digital platforms and apps that have configured a new proposal for social interaction and now educational.

The contexts in which educational innovation is generated are diverse, from Salesian institutions at all educational levels, there is a permanent response to emerging scenarios that arise in school management, in the classroom, in families, in the environment. The participants or actors of the innovations are also diverse: Salesian community, managers, teachers, students, families, community actors, allowing a response and contributions from different perspectives and interests of these social actors. For this reason, in this line, it is expected to reflect and determine the characteristics, possibilities and limits of innovation in Salesian institutions, review the experiences around the common home from the understanding of an integral human ecology and the sustainable future of young people expressed in the encyclical letter Laudato si; innovation in border and marginality contexts: migration, religious and cultural diversity, poverty, popular education, ethnic diversity, work with women in vulnerable situations, violence, new technologies (digital culture), renewable energies, interculturality and ecology.