It has been pointed out that scientific psychology emerged in the last decades of the nineteenth century from multiple traditions and problems and in that sense any history of psychology should give way to what has been more appropriately termed polycentric histories of psychology or also the diversity of psychologies, whose diverse roots overlaps with the matter of ‘indigenous psychologies,’. In this regard, critical historical knowledge of psychology has contributed to understanding the social and, therefore, culturally situated nature of the scientific and professional theories and practices of this discipline, disputing its supposed universality and the essentialism of psychological theories and concepts, since cultural psychology and indigenous psychologies are expressions that recognize that mental processes are at the same time cultural processes. This cultural gaze is particularly fruitful for introducing diversity into the curriculum, to make visible pluralities of voices (e.g. gender, race, ethnicity) that psychology by action and/or omission may have contributed to marginalize and subjugate. The cultural approach to the history of psychology also contributes to understanding how socio-political dynamics affect the construction of psychological knowledge, its purposes and aims. In this chapter, we would like to describe the historical process by which the academic and professional culture that gave rise to this training matrix in Argentine universities has been constituted and still prevails to the present day. From this standpoint, it is our aim to contribute to the discussion on its challenges and future directions in order to include diversity, and to avoid reproducing biases and colonialisms, in the ongoing efforts of discussing, planning and assessing national and international educational standards. First, the old undergraduate programs in psychotechnics and professional orientation are presented, as well as the change of profiles up to the current undergraduate and graduate psychology programs. Second, a survey of graduates and the employment situation of professionals in the country is reviewed. Finally, regarding COVID-19 pandemic, a recent event that had an impact on higher education worldwide, we outline the main characteristics of university education in this context, and we discuss the challenges implied by the transition from face-to-face to distance learning. The advantages and recommendations arising from this experience are discussed, as well as the emerging issues facing both local and global standards.