Abstract

The vertiginous development of the STEM disciplines (Science, Technology, Engineering and Mathematics) made the education in these areas a key component for the 21st century. Consequently, the education in humanities has been displaced by its apparent uselessness for the market’s demands, facing up a so-called crisis. The need to articulate both educational approaches is raised for the comprehensive development of the 21st century citizens, because there is not only the demand for people highly qualified in STEM knowledge and skills, but also people that think critically and who are self-regulated, cultural and ethically responsible.