Factors Influencing Teaching Innovation in Social Studies: Evidence from Basic, Secondary, and Higher Education
DOI:
https://doi.org/10.55204/pcc.v6i2.e152Keywords:
active methodologies, Social Studies, teacher perception, educational innovation, teaching practiceAbstract
The article examines the factors that explain teaching innovation in the field of Social Studies in Ecuador, within a context shaped by digitalization and the educational demands of the twenty-first century. Pedagogical innovation is understood as a multidimensional process involving personal, technological, and institutional variables. It is argued that innovation requires more than the mere implementation of technology; it demands a transformation of pedagogical practices through active methodologies, inclusive environments, and student-centered approaches. The study employed a quantitative, non-experimental, and cross-sectional design with a sample of 367 teachers who completed a structured questionnaire. Dimensions assessed included ICT integration, methodological self-efficacy, institutional support, teacher collaboration, and the overall application of active methodologies. Descriptive analyses revealed moderate levels of innovation and active methodologies, with ICT integration showing the highest mean score among the dimensions. The multiple regression model accounted for 21.7% of the variance in teaching innovation. Results indicated that the overall application of active methodologies (β = 0.389; p < .001) and ICT integration (β = 0.140; p = .005) were significant predictors, whereas self-efficacy, collaboration, and institutional support did not reach statistical significance. Consequently, the study concludes that innovation is primarily driven by active pedagogical practices and the pedagogical use of digital technologies, rather than by isolated organizational factors.Downloads
References
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