YachaY is the Quechua word for “knowledge” and represents the project entitled “Intelligent personalization and flexibility systems to improve the quality of Virtual Higher Education in Latin America”.The main objective of YachaY is to create and test a series of intelligent technological solutions for Latin America and the Caribbean, which facilitate the implementation of the educational requirements of the 21st Century of flexibility, customization, credentialing, and inclusion; in synergy with the business framework.The fourth industrial revolution requires changes in the education system that involve empowering students in the definition of their learning paths and acquisition of skills, improve the systems of recognition of qualifications and modernize higher education institutions, through the use of intelligent systems for interaction with students. For this, it is necessary to strengthen the university-business relationship, so we intend to create and implement a series of unified tools for Latin America, in line with those in Europe, for customization, flexibility, credentialing and organizational interaction.YachaY responds to the preferences and needs of today's students. Especially to those who choose virtual training, precisely because they are, in most cases, busy people, integrated into the workplace, seeking to improve their skills through lifelong learning, in a way that is really practical for the development of their professional careers, being able to guide their own learning path.Personalization, flexibility, credentialing; they are key words in 21st century education. An education more inclusive and adapted to the real needs of our increasingly competitive and demanding world.

Although Latin American society has gained greater access to education at all levels, government officials in education, schoolteachers, trainers and researchers are calling into question the ability of their higher education institutions (HEIs) to address education professionals' needs. Typically, such groups criticize the bureaucracy of HEI training programmes, their failure to address practice as well as theory and the lack of commitment to society. Regional meetings between education specialists have identified other weaknesses in these programmes, including the following: the poor development of trainees’ professional skills; inadequate training in civic values, competencies for the globalized world and ITC skills; and, in general, the failure to engage in curricular reform). To address the situation, the 2021 Education Goals adopted in 2008 by education ministers in Ibero‐America prioritized “strengthening the teaching profession”.The interuniversity TO-INN Programme adopts a systemic approach to ensuring quality in HEI programmes for trainee educators. It does this by prioritizing the development of programmes with socially and professionally relevant teaching content that encourage trainee educators to play an active role in their learning and make institutions more innovative in policymaking. the Programme comprises 22 institutions from a total of 12 countries (16 institutions from Latin America and six from the EU). The TO-INN Programme is organized along four axes: 1) Culture and tradition; 2) Citizenship and participation; 3) Social cohesion and 4) Digital culture. Taking Spanish as its common language, TO-INN aims to promote well-fundamented changes in university training programmes by creating a virtual platform for collaborative work and learning. This platform will be used to revise curricula structures and frameworks, develop teaching and learning strategies and create a network for HEIs to ensure relevance in curricula content.