If we view accompaniment as a core value of our university culture, it should be integrated into our everyday lives and become a fundamental aspect of our understanding of the educational mission, where we can all contribute to the collective growth of our institution.

In the digital environment, it is even more evident that this accompaniment is a shared process, in which technology is only a means that can help us to grow and develop, while recognizing the value of human interaction. A virtual accompaniment space is a digital environment designed to facilitate encounters.

It is the mission of our educational teams to act as generators of these spaces. To achieve this, they have a range of tools and resources in place to facilitate and frame the experience effectively. A virtual accompaniment space has a narrative that differentiates it from face-to-face spaces. For example, our mentoring rooms, our classes, and our meetings will be conducted through a screen, but they can serve as valuable resources.

There is a common perception that the digital space is impersonal and hinders interaction. However, the virtual domain presents opportunities to create new environments, generate astonishment, humor and beauty that facilitate engagement with our students.

Our objective is to create these spaces in the most methodical way possible, ensuring that the architectural design of our training program can facilitate distinctive interactions.

We aim to provide you with comprehensive support from the outset of your engagement with our services, through to the completion of your studies and beyond. The virtual world provides us with the opportunity to act as your travel companions at any time.

We are waiting for you!

The online and hybrid learning methodology at UFV is based on our PCG model (Project-Connect-Generate), in which each of us has the possibility of projecting into the future and growing what makes us unique, inviting us to evolve. Technology allows us to connect, both people and knowledge, covering different branches of knowledge and establishing learning communities, to generate projects that transform the reality in which we live and, in turn, enhance new initiatives and challenges.

The PCG Model has, among its pillars, the pedagogical, formative and curricular model of the UFV, in which it is essential to awaken questions in the student; to encourage them on their journey of discovery of knowledge; and to invite them to make decisions that improve their life and that of others. It is meaningful learning at its best: training to transform.

The online and hybrid modality offers our students the possibility of accessing knowledge from anywhere in the world, in a flexible way  to make training compatible with other facets of life such as work or family, with special emphasis on collaborative and cooperative learning.