CONTINUOUS RECEPTION OF MANUSCRIPTS Prometeo Conocimiento Científico, Is a journal of educational sciences, ISSN 2953-4275, registered in latindex-Directory with the folio number: 27677. Biannual periodicity with an annual volume, divided into two numbers. Our journal is a body for the dissemination of scientific and technological knowledge, under the responsibility of the Puerto Madero Editorial Academic. Its objective is the dissemination of scientific knowledge and the intellectual production generated by national and international researchers. This Journal publishes original and unpublished articles, which will be submitted to external evaluators (Double anonymized peer review), our evaluation process is designed to ensure efficiency and speed in the review of works, with scientific, technical and professional rigor as an essential premise. All submitted papers are subject to double-blind peer review. Click on this link to download the format Article The authors must send the Author File once the paper is approved Click on this link to download the peer review format Knowledge areas: Education Periodicity: Biannual periodicity. Target audience: Prometeo Conocimiento Cientifico publishes articles by researchers, scientists, undergraduate, postgraduate and postdoctoral students; teachers and professionals, national and international, whose purpose is to expand knowledgement in the knowledge Educational Sciences Articles other than Spanish and English will be received. EVALUATION SYSTEM The articles must be original and unpublished and are submitted to external evaluators. For the arbitration of the articles, the publisher uses double-blind peer review. The evaluators are external to the publishing house. OPEN ACCESS POLICY All of the publisher's publications will be open access and you will not need to pay to view them. Under the Creative Commons Attribution-Noncommercial-Share Alike 4.0 International License (CC BY-NC-SA 4.0) Editorial Manager: Verenice Sánchez Castillo PhD. Puerto Madero Editorial Académica Tel. (+54) 221 3145902, (+593) 0984992306 Calle 45 N 491, 6B entre 4 y 5, CP AR1900, La Plata, Buenos Aires, Argentina.
The authors retain the moral and patrimonial rights of their works. Since Prometeo Journal is an open access publication, readers can fully or partially reproduce its content as long as they properly credit the corresponding authors and the journal itself. Our journal is governed by the international policies SHERPA/RoMEO: Green journal: They allow the self-archiving of both the pre-print (draft of a paper) and the post-print (the version corrected and reviewed by peers) and even the final version ( layout as it will be published in the journal). See also "Copyright and licences".
Active methodologies and artificial intelligence tools to strengthen entrepreneurial competencies in high school students.
Strengthening entrepreneurial competencies has become a priority for educational systems, as students are expected to innovate, solve problems, and adapt to increasingly digital environments. This study aimed to analyze the influence of active learning methodologies and the educational use of artificial intelligence on the development of entrepreneurial competencies among upper secondary school students. A quantitative, explanatory, pre-experimental study with a pretest–posttest design was conducted. The sample comprised 450 students from 48 educational institutions located in six provinces of Ecuador. Data were collected using Likert-scale instruments that assessed active learning methodologies, educational and ethical use of artificial intelligence, and entrepreneurial competencies. Descriptive statistics, paired-sample comparison tests, regression models, and ANCOVA were applied for data analysis. The findings revealed significant improvements in overall entrepreneurial competence and in its dimensions of creativity, leadership, opportunity recognition, communication, teamwork, financial management, risk management, and perseverance, associated with greater implementation of active methodologies and the pedagogical use of artificial intelligence. The study concludes that integrating active learning methodologies with artificial intelligence tools is an effective strategy for strengthening entrepreneurial competencies in upper secondary education and represents a valuable approach for promoting educational innovation in response to the demands of the digital society.
Copyright (c) 2026 Augusto Paolo Bernal Parraga, Yimmy Daniel Rodríguez Pinargote, Arturo Fernando Echeverria Galeas, Yulimar Monserrate Macias Loor https://creativecommons.org/licenses/by/4.0
Inquiry-Based Learning and Virtual Laboratories to Strengthen Scientific Competencies in High School Biology.
Promoting scientific competencies remains one of the major challenges in high school Biology education, particularly in settings where limited laboratory infrastructure restricts opportunities for experimental learning. This study examined the effect of inquiry-based learning supported by virtual laboratories on the scientific competencies of high school students in Ecuador. A quantitative study with an explanatory scope and a quasi-experimental pretest–posttest design involving a non-equivalent control group was conducted. The sample consisted of 420 students from secondary schools across six Ecuadorian provinces, divided into an experimental group (n = 210) and a control group (n = 210). The intervention lasted eight weeks and engaged the experimental group in guided inquiry activities using virtual laboratories to explore Biology concepts. Data were collected through a scientific competencies questionnaire that had been validated by expert review. Descriptive and inferential statistical analyses were performed to evaluate the intervention's impact. The findings revealed statistically significant improvements in the experimental group compared with the control group in conceptual understanding, application of the scientific method, experimental design, data interpretation, biological problem-solving, scientific argumentation, and overall scientific competence (p < 0.05). The results indicate that integrating inquiry-based learning with virtual laboratories substantially strengthens students' scientific competencies and represents an effective instructional approach for improving Biology education at the high school level.
Copyright (c) 2026 Augusto Paolo Bernal Parraga, Tania Madelen Alvarado Cantos, María Sergia Lucas Farías, Paola Patricia Palacios Palma, Melina Virginia Demera Moreira https://creativecommons.org/licenses/by/4.0
Active and innovative strategies for developing mathematical thinking in basic education
Developing mathematical thinking has become a key priority for educational systems because of its close relationship with logical reasoning, problem-solving, and the acquisition of lifelong learning competencies. Within this context, this study examined the effects of active, innovative, and diversified teaching strategies on the development of mathematical thinking among students in Ecuadorian public primary schools. A quantitative study with an explanatory scope and a multicenter pre-experimental pretest–posttest design was conducted. The sample comprised 323 students aged 9 to 13 years from public schools located in the provinces of Loja, Azuay, and El Oro. The educational intervention combined problem-based learning, project-based learning, gamification, cooperative learning, and discovery learning, supported by the use of Google Classroom and GeoGebra. The findings revealed statistically significant improvements in overall mathematical thinking as well as in conceptual understanding, logical reasoning, problem-solving, mathematical representation, and argumentation. In addition, students reported high levels of motivation, participation, and positive perceptions of the instructional strategies implemented. These findings suggest that the planned integration of active learning methodologies with digital technologies enhances meaningful mathematical learning, strengthens student engagement, and represents an effective pedagogical approach for promoting educational innovation in primary education.
Copyright (c) 2026 Diana de Rocío Huacón Roca, Paola Patricia Castro Franco, Carmita Elizabeth Fajardo Lopez, Carmen Clementina Vélez Barreiro https://creativecommons.org/licenses/by/4.0
Influence of cooperative learning on decision-making, technical-tactical performance, and academic engagement among Physical Education students during basketball instruction.
The aim of this study was to examine the effects of cooperative learning on decision-making, technical-tactical performance, and academic engagement among Physical Education students during basketball instruction in public schools in Ecuador. A quantitative approach was adopted using a quasi-experimental pretest–posttest design. The study involved 314 students (150 females and 164 males) from public schools located in the provinces of Manabí, Guayas, and Los Ríos. The pedagogical intervention was implemented through a basketball teaching unit based on cooperative learning principles, incorporating modified games, collaborative tactical problem-solving activities, and formative assessment strategies. Data were collected using observational rubrics to assess technical-tactical performance, game-based decision-making assessment instruments, and a questionnaire measuring students' academic engagement. The findings revealed statistically significant improvements across all three variables, with notable gains in decision-making, technical-tactical performance, and students' engagement in learning activities. Qualitative evidence further indicated enhanced cooperation, tactical communication, shared responsibility, and active participation throughout the instructional process. These findings suggest that cooperative learning is an effective pedagogical approach for promoting holistic sport learning while strengthening students' motor, cognitive, and socio-emotional competencies in basketball. Furthermore, the study provides empirical evidence supporting the implementation of active learning methodologies in Physical Education and offers practical guidance for the design of innovative teaching practices within the Ecuadorian educational context.
Copyright (c) 2026 Edison Javier Albán Pazmiño, Claudio Román Cruz Sari, Augusto Paolo Bernal Parraga, Katherine Gabriela Lasluiza Centeno https://creativecommons.org/licenses/by/4.0
Learning acid-base reactions through virtual simulators and home micro-experiments in students of General Unified Baccalaureate.
This study analyzed the impact of a teaching strategy based on virtual simulators and domestic micro-experiments on the learning of acid–base reactions among high school students from public educational institutions in the provinces of Guayas, Manabí, and Los Ríos, Ecuador. The research followed a quantitative approach with a quasi-experimental pretest–posttest design using a non-equivalent control group. The sample consisted of 269 students divided into experimental and control groups. The pedagogical intervention integrated interactive virtual simulations and microscale experimental activities using low-risk household materials. Data collection instruments included diagnostic tests, Likert-scale surveys, performance rubrics, and observation guides. The results showed statistically significant differences in favor of the experimental group, evidencing improvements in conceptual understanding, motivation, participation, and explanatory skills related to pH, neutralization, and acid–base indicators. Qualitative findings also revealed increased student interest and stronger contextualization of scientific learning through practical experiences and interactive digital resources. It is concluded that the integration of virtual simulators and domestic micro-experiments constitutes an innovative, accessible, and effective pedagogical strategy for strengthening meaningful chemistry learning in secondary education.
Copyright (c) 2026 Alberto Ismael Wong Dillon, Jessica Katherine Bailón Ordóñez, Victor Emanuel Macías Zambrano, Kelin Zoilita Ibarra Viscarra, Jefferson Santo Carriel Navas https://creativecommons.org/licenses/by/4.0
Effect of integrating digital environments and artificial intelligence on the development of communicative competence in educational contexts.
This study examined the effect of integrating digital learning environments and active learning methodologies on the development of communicative competence among students in Basic Education and Higher Education. A mixed-methods approach with a quasi-experimental design was adopted, involving both an experimental group and a comparison group. The pedagogical intervention combined digital learning environments with generative artificial intelligence tools to support the planning, revision, and feedback of oral and written tasks. In addition, active learning strategies—including the flipped classroom, project-based learning, collaborative learning, and digital storytelling—were implemented throughout the intervention. Data were collected using communicative performance assessments, analytical rubrics, questionnaires, and semi-structured interviews. The findings revealed significant improvements in oral communication, written argumentation, collaborative interaction, and digital communication among students in the experimental group compared with those in the comparison group. Qualitative evidence also showed increased academic engagement, motivation, learner autonomy, and communicative confidence among participants involved in the intervention. The discussion highlights that the pedagogical integration of digital technologies, artificial intelligence, and active learning methodologies fosters more dynamic, collaborative, and student-centered learning experiences. Overall, the findings suggest that the convergence of technological innovation and active pedagogical strategies provides an effective approach to strengthening communicative competence in Basic Education and Higher Education institutions, while addressing the educational demands of today's digital society.
Copyright (c) 2026 Dena Julia Palacios Giler, Ðilma Mayela Arias Sosa, Adriana Vanessa Jervacio Flores, Nathaly Cristina Gutiérrez Grijalva https://creativecommons.org/licenses/by/4.0
Gamification and collaborative learning in EFL: effects on communicative competence and academic engagement in education
Teaching English as a Foreign Language (EFL) requires innovative strategies that foster communicative competence and students' academic engagement. The aim of this study was to analyze the effects of a teaching strategy based on the integration of gamification and collaborative learning among EFL students. A mixed-methods approach with a quasi-experimental design was employed, involving an experimental group and a control group. The intervention included gamified activities supported by digital tools and collaborative learning dynamics focused on strengthening English communicative skills. Data were collected through communicative performance tests, academic engagement scales, and semi-structured interviews. The results revealed significant improvements in oral fluency, communicative interaction, motivation, and academic participation among students who participated in the intervention. Furthermore, a positive relationship was identified between collaborative participation and the development of communicative competence. The findings suggest that the combination of gamification and collaborative learning is an effective strategy for promoting more dynamic, participatory, and student-centered learning experiences. It is concluded that the integration of active methodologies and digital technologies significantly contributes to the enhancement of communicative competence and academic engagement in EFL contexts.
Copyright (c) 2026 Eva Gabriela Villacreses Sarzoza, Lisbeth Margarita Tituaña Cumbal, José Abraham Velasco Delgado, Fanny Victoria Salazar Mogro, Jhonny Daniel Lama Ruiz https://creativecommons.org/licenses/by/4.0
Lenguaje sexista y normalización de la violencia de género en universidades ecuatorianas: análisis cualitativo desde la ciudad de Esmeraldas
<span style="font-size: 10.0pt; mso-bidi-font-size: 11.0pt; line-height: 115%; font-family: 'Calibri',sans-serif; mso-ascii-theme-font: minor-latin; mso-fareast-font-family: 'Times New Roman'; mso-fareast-theme-font: minor-fareast; mso-hansi-theme-font: minor-latin; mso-bidi-font-family: 'Times New Roman'; mso-bidi-theme-font: minor-bidi; mso-ansi-language: ES-EC; mso-fareast-language: EN-US; mso-bidi-language: AR-SA;">Este artículo analiza la relación entre lenguaje sexista y normalización de la violencia de género en universidades ecuatorianas, a partir de una revisión bibliográfica con enfoque cualitativo y referencia situada en la ciudad de Esmeraldas. El estudio se apoya en una investigación cualitativa previa sobre micromachismo verbal en estudiantes universitarias de Esmeraldas (Orellana Márquez, 2024), articulada con aportes teóricos e institucionales sobre violencia simbólica, micromachismos, lenguaje inclusivo y educación superior. Los resultados evidencian que el uso del masculino genérico, las bromas sexistas, las interrupciones, la infantilización y la desvalorización de la palabra femenina funcionan como prácticas discursivas que reproducen desigualdades y naturalizan formas sutiles de violencia de género. Asimismo, se identifica que estas expresiones afectan la participación, la autoestima, la seguridad y el reconocimiento académico de las estudiantes. Se concluye que el lenguaje sexista no constituye un problema meramente comunicativo, sino una práctica social e institucional que debe ser abordada mediante políticas universitarias de prevención, sensibilización, formación docente y comunicación igualitaria, desde una perspectiva de género y un enfoque integral de derechos humanos.
Copyright (c) 2026 Vania Naneth Orellana Márquez https://creativecommons.org/licenses/by/4.0
Strategic management and improvement of educational quality: analysis of organizational climate and teacher performance in public schools in Ecuador
This research analyzed the relationship between strategic management, organizational climate, and teacher performance in public schools located in the provinces of Guayas and Manabí, Ecuador, aiming to determine their influence on improving educational quality. The study adopted a quantitative approach with a descriptive-correlational methodology and a non-experimental cross-sectional design. The sample consisted of 278 students, including 160 females and 118 males from public morning-shift schools. Data collection was conducted through a structured Likert-scale questionnaire validated by expert judgment and reliability analysis. The findings revealed favorable levels across the analyzed variables, highlighting a positive relationship between strategic management, organizational climate, and teacher performance. Furthermore, qualitative analysis identified teaching practices, school coexistence, and institutional communication as key factors influencing students’ perceptions of educational quality. The results confirm that institutions with strong organizational processes, participatory leadership, and collaborative school environments demonstrate higher levels of educational satisfaction and improved perceptions of teaching performance. It is concluded that strategic management and organizational climate are essential components for strengthening educational quality in Ecuador’s public education system by promoting innovation, participation, and continuous improvement processes. Finally, the study recommends reinforcing leadership development programs, teacher training, and school coexistence strategies to consolidate more efficient, inclusive, and sustainable educational environments.
Copyright (c) 2026 Mary Lucia Calderon Rios, Bella Narcisa Troya Santillán, Martha Irene Armijos Pesantez, Irene Yolanda Sangoquiza Castro, Nathaly Cristina Gutierrez Grijalva https://creativecommons.org/licenses/by/4.0
Microaprendizajes como estrategia de metacognición aplicada con estudiantes de Educación Superior
La presente investigación analizó los microaprendizajes como estrategia de metacognición aplicada en estudiantes de educación superior mediante una revisión sistemática basada en la metodología PRISMA 2020. La búsqueda bibliográfica se realizó en bases de datos científicas como Scopus, Web of Science, ERIC, SpringerLink, SciELO y Google Scholar, considerando estudios publicados entre 2018 y 2024. Se aplicaron criterios de inclusión y exclusión para seleccionar investigaciones relacionadas con microaprendizaje, metacognición y educación superior. Los resultados evidenciaron que el uso de microcontenidos educativos favorece significativamente la autorregulación, autonomía, motivación y participación académica de los estudiantes universitarios. Asimismo, se identificó que estrategias como videos cortos, plataformas móviles, podcasts y cuestionarios interactivos fortalecen procesos de reflexión y seguimiento del aprendizaje. La revisión también permitió identificar limitaciones relacionadas con la planificación pedagógica y la capacitación docente en metodologías digitales. Se concluye que el microaprendizaje constituye una estrategia innovadora que fortalece los procesos metacognitivos y promueve aprendizajes significativos en contextos universitarios contemporáneos.
Copyright (c) 2026 Oswaldo Eduardo Obando Olaya, Fernando Rafael Delgado Rodríguez, Karla Estefanía Moreno Proaño https://creativecommons.org/licenses/by/4.0
Project-Based Learning (PBL) and Emotional Regulation: An Integrated Approach to Strengthening Academic Performance in Education
This research analyzes the integration of Project-Based Learning (PBL) and emotional regulation as a pedagogical strategy to strengthen academic performance among students from public face-to-face schools in the provinces of Zamora Chinchipe, Loja, and El Oro, Ecuador. The study was conducted under a mixed-methods approach with a quantitative predominance and a quasi-experimental pretest–posttest design applied to a sample of 250 students, including 110 males and 140 females. The pedagogical intervention was based on the implementation of collaborative projects integrated with emotional regulation strategies focused on motivation management, frustration control, and academic engagement. Data collection instruments included academic performance tests, emotional regulation scales, participant observation, and semi-structured interviews. The results showed significant improvements in both academic achievement and emotional self-regulation skills after the intervention. In addition, qualitative findings revealed increased participation, autonomy, collaborative work, and student motivation. The study concludes that integrating PBL and emotional regulation promotes meaningful learning, strengthens socio-emotional competencies, and fosters more inclusive and participatory educational environments. Finally, the research recommends incorporating active methodologies and emotional education as essential components for pedagogical innovation and educational quality improvement.
Copyright (c) 2026 Lidia Fabiola Chimbo Shiguango, Carlos Junior Chinga Pinargote, Santiago Xavier Chávez Altuna, Carmen Alexandra Sánchez Carpio, Nathaly Cristina Gutiérrez Grijalva https://creativecommons.org/licenses/by/4.0
Gamification and active methodologies to strengthen ecosystem learning in basic education: a proposal from the Ecuadorian curriculum
This study aimed to design and evaluate a didactic proposal based on gamification and active methodologies to enhance the learning of ecosystems in Basic General Education students, aligned with the Ecuadorian curriculum. The research followed a mixed-methods approach with a quasi-experimental pretest–posttest design, applied to a sample of 242 students from public schools in the provinces of El Oro, Loja, and Guayas. Validated instruments were used, including academic performance tests, perception scales, and observation guides, all showing high reliability levels (α > 0.80). The results demonstrated significant improvements in academic performance, as well as in students’ motivation, participation, and conceptual understanding. Inferential analysis revealed statistically significant differences between pretest and posttest scores, with a large effect size. Additionally, qualitative findings indicated increased student engagement, collaborative learning, and meaningful understanding of ecosystem-related concepts. It is concluded that the integration of gamification and active learning methodologies is an effective pedagogical strategy for strengthening science learning, promoting scientific competencies, critical thinking, and environmental awareness. The proposal proves to be suitable for public educational contexts and consistent with the Ecuadorian curriculum. Further research is recommended to explore its long-term impact.
Copyright (c) 2026 Edwin Javier Tapia Pinguil, Sandro Guashpa Paca, Elvia Rosana Masaquiza Llamuca, Andrea Magaly Astudillo Robles, Nathaly Cristina Gutierrez Grijalva https://creativecommons.org/licenses/by/4.0
Gamification and active learning for the development of responsible citizenship in basic education: an approach from the Ecuadorian Social Studies curriculum
This study analyzes the contribution of gamification and active learning to the development of responsible citizenship in basic education students within the framework of the Ecuadorian Social Studies curriculum. A mixed-method approach with a quasi-experimental pretest–posttest design was applied to a sample of 169 students. The didactic intervention integrated gamified strategies and active methodologies aimed at strengthening democratic participation, collaboration, social responsibility, and critical thinking. Data collection instruments included Likert-scale surveys, performance tests, observation guides, and analysis of student work. The results show statistically significant improvements in responsible citizenship development, particularly in participation and collaboration, although moderate progress was observed in critical thinking. Qualitative findings reveal increased student engagement, interaction, and decision-making in simulated social contexts. It is concluded that the integration of gamification and active learning is an effective pedagogical strategy for citizenship education when aligned with the curriculum and designed with clear instructional intent. Strengthening reflective components is recommended to promote deeper and more critical learning.
Copyright (c) 2026 Rosa Flerida Orozco Armas, Inés María Fiallos Castro, Mitze Mireya Aguilar Solano, Nanci Yolanda Zhunio Ordóñez, Cristina Gutiérrez Grijalva https://creativecommons.org/licenses/by/4.0
Innovative strategies with ICT and artificial intelligence in mathematics learning in Basic General Education
This study analyzes the impact of innovative strategies mediated by Information and Communication Technologies (ICT) and artificial intelligence on mathematics learning in Basic General Education. A mixed-method approach with a quasi-experimental design was applied, including pre-test and post-test measures in a sample of 289 students from public schools in the provinces of Pichincha, Imbabura, and Cotopaxi. Quantitative results showed significant improvements in academic performance in the experimental group compared to the control group, while qualitative findings revealed increased motivation, active participation, autonomy, and conceptual understanding. Additionally, the use of adaptive platforms, gamification, and artificial intelligence enhanced personalized learning and immediate feedback processes. However, challenges related to connectivity, teacher training, and equitable access to technology were identified. In conclusion, the pedagogical integration of ICT and artificial intelligence represents an effective strategy to improve mathematics learning, provided it is implemented through a contextualized, inclusive, and didactic approach.
Kruspkaya de la Nube Jimenez Chuquimarca
Copyright (c) 2026 Ana Elizabeth Ordoñez Román, Edilma Elizabeth Fiallos Castro, Rómulo Hernán Recalde Alarcón, Willington Alfonso Litardo Burgos, Kruspkaya de la Nube Jimenez Chuquimarca https://creativecommons.org/licenses/by/4.0
Impacto de la Inteligencia Artificial como Estrategia de Apoyo en la Enseñanza de la Química: Innovación Pedagógica y Mejora del Aprendizaje
La presente investigación analizó la influencia de la inteligencia artificial como herramienta de apoyo en la enseñanza de química y su impacto en el aprendizaje de los estudiantes. El estudio se desarrolló bajo un enfoque cuantitativo, con diseño no experimental y alcance descriptivo-correlacional. Se aplicó una encuesta a estudiantes y docentes de instituciones educativas, utilizando un cuestionario estructurado validado mediante juicio de expertos y confiabilidad estadística. Los resultados evidenciaron que las herramientas basadas en inteligencia artificial, especialmente simuladores virtuales, favorecen la comprensión de contenidos químicos complejos, incrementan la motivación académica y fortalecen el aprendizaje autónomo. Asimismo, se identificó una correlación positiva entre el uso frecuente de inteligencia artificial y el rendimiento académico en química. Sin embargo, también se detectaron desafíos relacionados con la dependencia tecnológica, riesgos éticos y necesidad de capacitación docente. Se concluye que la inteligencia artificial constituye una herramienta innovadora con alto potencial pedagógico para fortalecer la enseñanza de química mediante experiencias educativas más dinámicas, personalizadas e interactivas.
Copyright (c) 2026 Cristian Andrés Bonilla Junco, Ronda Stalin Silva Reyes https://creativecommons.org/licenses/by/4.0
Project-based learning (PBL) strategies to foster creativity and critical thinking in Early Childhood Education
This study analyzed the impact of Project-Based Learning (PBL) on the development of creativity and critical thinking in children aged 4 to 5 years. A total of 172 students participated and were divided into two groups: an experimental group, where PBL was implemented, and a control group that continued with traditional teaching methods. The research followed a quasi-experimental design, which was appropriate for real educational settings where random group assignment was not feasible. Data collection included a 25-item rubric, classroom observations, and an analysis of the children’s work. This approach made it possible to evaluate not only the final results but also the learning process developed throughout the activities. The findings showed significant differences between both groups (p < .001). Children who participated in PBL activities demonstrated higher levels of creativity, initiative, and critical thinking. In addition, classroom observations revealed greater participation, increased willingness to ask questions, explain ideas, and collaborate with peers. Overall, the results suggest that PBL promotes more meaningful and dynamic learning experiences in early childhood education.
Copyright (c) 2026 Edna Piedad Orellana Torres, Daniela Silvana Benavides Espín, Sonia Elizabeth Falconi Minchalo, Maritza Alexandra Niemes Izquierdo, Margarita Cristina Zapata Salgado https://creativecommons.org/licenses/by/4.0
Gamification-Based Learning in EFL Classrooms: Effects on Motivation and Communicative Competence in Secondary Education
This research examines the influence that gamification has on motivation and the development of students' communicative competence in the Basic General Education level of English as a Foreign Language in public schools in Manabí, Santo Domingo de los Tsáchilas, and Los Ríos, regions of Ecuador. The study took a quantitative, non-experimental approach with a cross-sectional design. The research consisted of 245 students, of which 135 were female and 110 were male. The study selected students attending morning in-person classes. The digital tools used were Quizizz, Kahoot!, and Wordwall, and were supplemented with gamified group work designed to improve the students’ English communicative skills. Questionnaires, tests, rubrics, and observer charts for motivation and communicative competence were the natural instruments for collecting data. The research demarcated that the students’ motivation and performance after the intervention improved. The qualitative data appreciated that learners brought about an increase in their speaking and their willingness to communicate and interact with colleagues. The analysis of this research identified similarities with current literature on gamification, active methodologies, and technology for learners’ language acquisition. The study finds that gamification as a pedagogical approach in the Ecuadorian public school system Secondary School English as a Foreign Language.
Copyright (c) 2026 Elsa Melania Rodriguez López, Augusto Paolo Bernal Parraga, Olayis Verónica Cuero González, Laura Comanecy Gavilanez González, Silvia Tatiana Merchán Ortiz https://creativecommons.org/licenses/by/4.0
Association between active methodologies and the development of critical thinking in students of General Unified Baccalaureate in Ecuador
This study analyzes the association between active learning methodologies and the development of critical thinking among students enrolled in General Unified Baccalaureate (BGU) public institutions in the provinces of Guayas, Manabí, and El Oro, Ecuador. A quantitative correlational cross-sectional design was adopted, complemented by qualitative analysis of pedagogical practices, involving a sample of 233 first- and second-year students. Validated instruments were administered to measure the level of implementation of active methodologies (problem-based learning, project-based learning, flipped classroom, and cooperative learning) and the dimensions of critical thinking (analysis, inference, evaluation, and self-regulation). Findings revealed a positive and statistically significant correlation between the degree of implementation of active methodologies and students’ critical thinking levels. Moreover, instructional mediation quality, formative feedback, and alignment between tasks and assessment criteria were identified as moderating variables influencing the outcomes. Qualitative evidence confirmed that classroom practices focused on argumentation, source comparison, and collaborative problem-solving enhance evidence-based reasoning processes. The study concludes that active methodologies, when implemented with pedagogical intentionality and explicit reasoning criteria, are significantly associated with the development of critical thinking in secondary education. The findings provide contextualized evidence for curriculum decision-making and suggest future research directions involving quasi-experimental designs and authentic assessment of argumentative products.
Copyright (c) 2026 Justo Reyes Segura Aguilera, Nancy Dayanara Tobar Reyes, Mariana de Jesús Plua Loor, Carmita de Lourdes Altamirano Alvarez, Gina Monica Aguirre Velez https://creativecommons.org/licenses/by/4.0
Effect of digital gamification on reading comprehension in elementary school students: a quasi-experimental study
The study analyzed the effect of gamification on students’ reading comprehension within the General Basic Education segment in Ecuador. A quasi-experimental mixed-methods approach was employed to administer pre- and post-tests to 277 students who were randomly assigned to experimental and control groups. The intervention utilized gamified digital platforms—Genially, Quizizz, Wordwall, and Educaplay—which incorporate design elements such as levels, badges, challenges, and feedback. The effect of the intervention on reading comprehension was statistically significant (p < .001), with t(276) = 33.48 and a large effect size (d = 1.42), showing an increase in the mean score from 6.42 to 8.11 in the experimental group. The impact of the intervention was also reflected in its capacity to enhance motivation. Additional observed effects included improvements in inferential comprehension, increased reading participation, and peer collaboration. These findings establish digital gamification as an effective means to enhance reading comprehension, motivation, and student engagement. A positive impact on learning can be observed when digital gamification is aligned with instructional objectives.
Copyright (c) 2026 Diego Alejandro Fernández Cando, Carmen Isabel Moreno Contento, Laura Esther Vallejo Garay, Angel Tobias Martinez Luzuriaga, Ivonne de Lourdes Aguirre Velez https://creativecommons.org/licenses/by/4.0
Estrategias de Gestión Socioemocional con estudiantes universitarias
El presente estudio analiza las estrategias de gestión socioemocional en estudiantes universitarias mediante una revisión bibliográfica de literatura científica. El objetivo fue identificar enfoques, tendencias y aportes teóricos relacionados con el desarrollo de habilidades socioemocionales en el contexto de la educación superior. La investigación se desarrolló bajo un enfoque cualitativo, mediante análisis documental de fuentes académicas indexadas. Los resultados evidencian que las competencias socioemocionales, como el autoconocimiento, la autorregulación, la empatía y la resiliencia, influyen significativamente en el bienestar emocional, el rendimiento académico y la permanencia estudiantil. Asimismo, se identifican diversas estrategias educativas, como la educación emocional, el aprendizaje colaborativo y el mindfulness, aunque su implementación aún es limitada y fragmentada. Se concluye que la gestión socioemocional debe integrarse como un eje transversal en la formación universitaria, promoviendo el desarrollo integral de los estudiantes.
Copyright (c) 2026 Pablo José Alcívar Rodríguez, Olga Graciela Angulo Quiñónez, Jahaira Lilibeth Castillo Vernaza, Alicia Carolina Caicedo Hurtado https://creativecommons.org/licenses/by/4.0
Estrategias del Diseño Universal para el aprendizaje (DUA) en la educación superior
El presente estudio tiene como objetivo analizar las estrategias del Diseño Universal para el Aprendizaje (DUA) aplicadas en la educación superior mediante una revisión bibliográfica de la literatura científica. La investigación se desarrolló bajo un enfoque cualitativo de tipo descriptivo-analítico, empleando el protocolo PRISMA para la selección de artículos en bases de datos como Scopus, Web of Science, Scielo y ERIC. Se analizaron 25 estudios publicados entre 2010 y 2025, los cuales permitieron identificar los principios, estrategias y el impacto del DUA en contextos universitarios. Los resultados evidencian que el DUA favorece la inclusión educativa, mejora el rendimiento académico y promueve la participación del estudiante a través de la diversificación de métodos de enseñanza, evaluación flexible y uso de tecnologías educativas. Asimismo, se destaca que la formación docente y el acceso a recursos tecnológicos son factores clave para su implementación efectiva. Se concluye que el DUA constituye un enfoque pedagógico pertinente para responder a la diversidad del alumnado en la educación superior, aunque su aplicación requiere fortalecer políticas institucionales y generar mayor evidencia empírica en contextos específicos.
Copyright (c) 2026 Lucía García Chávez, María de los Ángeles Obando Burbano, Sara Noemi Zapata Moreira https://creativecommons.org/licenses/by/4.0
Pedagogical Innovation in Higher Education as a Core Axis of Academic Quality
Pedagogical innovation has become a strategic priority in contemporary higher education systems seeking to enhance academic quality and respond to social, technological, and professional transformations. This study presents a systematic bibliographic review analyzing the relationship between pedagogical innovation and academic quality in university contexts. Using a structured search strategy across international academic databases, peer-reviewed articles published between 2000 and 2024 were examined and synthesized. The findings reveal four key dimensions linking innovation and quality: curriculum alignment, active learning methodologies, digital pedagogical integration, and institutional quality assurance frameworks. Evidence indicates that student-centered approaches, such as problem-based learning and flipped classrooms, significantly improve academic performance and engagement. Furthermore, digital transformation contributes positively to quality when grounded in pedagogical models that ensure instructional coherence. The study concludes that sustainable academic quality depends on the systemic and evidence-based integration of innovative practices supported by institutional leadership and continuous faculty development.
Copyright (c) 2026 María del Rosario Bringas Benavides, Gloria Janett Hernández Blancas https://creativecommons.org/licenses/by/4.0
Aprendizaje basado en proyectos como estrategias didácticas en la educación superior
El Aprendizaje Basado en Proyectos (ABP) se ha consolidado como una estrategia didáctica relevante en la educación superior, al promover metodologías activas orientadas al desarrollo de aprendizajes significativos y competencias profesionales. El presente artículo tiene como objetivo analizar la producción científica existente sobre el ABP como estrategia didáctica en el ámbito universitario, mediante una revisión bibliográfica de enfoque narrativo estructurado. La búsqueda de información se realizó en bases de datos académicas reconocidas, tales como Scopus, Web of Science, ERIC y Google Scholar, considerando estudios publicados entre 2016 y 2025, así como aportes teóricos clásicos relevantes. Los resultados de la revisión evidencian que el ABP contribuye de manera significativa a la mejora del rendimiento académico, la comprensión profunda de los contenidos y el desarrollo de competencias clave como el pensamiento crítico, la resolución de problemas, el trabajo colaborativo y la autonomía del aprendizaje. La evaluación formativa y la retroalimentación continua como elementos esenciales para potenciar los efectos del ABP, mediante el uso de instrumentos como rúbricas, autoevaluación y coevaluación. No obstante, también se identifican desafíos asociados a su implementación, entre los que se incluyen la carga de trabajo docente y la necesidad de formación pedagógica especializada. Se concluye que el ABP constituye una estrategia pertinente para la educación superior, siempre que se implemente de manera planificada y con respaldo institucional.
Copyright (c) 2026 Franklin Adrián Barragán Quito, Andrea Belén Escobar Díaz, Raúl Patricio Pichucho Cacuango https://creativecommons.org/licenses/by/4.0
Importancia de la Inteligencia Artificial en la administración de pequeñas y medianas empresas
La Inteligencia Artificial (IA) se ha consolidado como una herramienta estratégica para la modernización de la administración empresarial, especialmente en las pequeñas y medianas empresas (PYMES). El presente artículo tiene como objetivo analizar la importancia de la Inteligencia Artificial en la administración de las PYMES, a partir de una revisión bibliográfica narrativa con elementos sistemáticos. La metodología se basó en el análisis crítico de literatura científica proveniente de bases de datos académicas reconocidas, permitiendo identificar aportes teóricos, beneficios y desafíos asociados a la aplicación de la IA en la gestión administrativa. Los resultados evidencian que la Inteligencia Artificial contribuye significativamente a la eficiencia administrativa, la toma de decisiones gerenciales, la optimización de recursos y la mejora de la calidad del servicio. No obstante, también se identifican barreras relacionadas con la capacitación, los recursos financieros y la resistencia al cambio organizacional. Se concluye que la IA constituye un componente estratégico para fortalecer la competitividad y sostenibilidad de las PYMES.
Copyright (c) 2026 Elizabeth Alexandra Sayay Ortiz, Luis Alfredo Punina Lucintuña, Olga Angelica Gavilema Vistin https://creativecommons.org/licenses/by/4.0
Importancia de la administración eficiente en las instituciones públicas: claves para la calidad del servicio y la gestión de recursos
El presente artículo tiene como objetivo analizar la importancia de la administración eficiente en las instituciones públicas, destacando su relación con la calidad del servicio y la gestión adecuada de los recursos. La investigación se desarrolló bajo un enfoque cualitativo, mediante una revisión bibliográfica de literatura científica y documentos especializados publicados entre 2015 y 2025, obtenidos de bases de datos académicas y organismos internacionales. Los resultados evidencian que la eficiencia administrativa incide de manera significativa en el desempeño institucional, la mejora de la calidad del servicio público, la optimización del uso de los recursos y el fortalecimiento de la transparencia y la rendición de cuentas. Asimismo, se identifica que la implementación de modelos de gestión orientados a resultados, la optimización de procesos y el uso de indicadores de desempeño contribuyen al fortalecimiento de la gestión pública. Se concluye que la administración eficiente constituye un eje estratégico para el fortalecimiento institucional y la generación de valor público.
Copyright (c) 2026 Segundo Lucas Chimbo Caiza, Carlos Wilfrido Ayme Ayme, Myrella Alejandra Angulo Fuentes https://creativecommons.org/licenses/by/4.0
Instituciones de Derecho Civil aplicadas a los conflictos de tierras y a las acciones posesorias: propiedad y posesión
El presente artículo tiene como objetivo analizar las instituciones del derecho de propiedad y de posesión aplicadas a los conflictos de tierras y a las acciones posesorias en el Ecuador, a partir de una revisión bibliográfica sistemática de fuentes normativas, doctrinarias y académicas. El estudio se desarrolló bajo un enfoque cualitativo, de tipo documental, lo que permitió examinar el marco jurídico civil ecuatoriano y los principales aportes teóricos relacionados con la tutela posesoria, la prescripción adquisitiva y la función social de la propiedad. Los resultados evidencian que una de las principales problemáticas en los conflictos de tierras radica en la tensión entre la titularidad formal del dominio y el ejercicio material de la posesión, así como en la confusión práctica entre acciones posesorias y acciones reales. Se concluye que la posesión constituye un estado de hecho jurídicamente protegido, cuya tutela resulta esencial para preservar la seguridad jurídica, la paz social y evitar la resolución violenta de los conflictos. Asimismo, se destaca la importancia de una correcta aplicación de las instituciones civiles para garantizar una resolución eficiente y justa de las controversias sobre bienes inmuebles en el contexto ecuatoriano.
Copyright (c) 2025 Andrés Ismael Jácome Rocha, Marco Cristóbal Yaulema Rodríguez, Patricio Guillermo Lanchi Prado, Mario Jorge Bonilla Chango https://creativecommons.org/licenses/by/4.0
Impacto de la Gamificación Integrada en Moodle sobre el Rendimiento Académico en la Educación Militar de la FAE: Un Enfoque desde la Innovación Educativa
Introducción: La educación militar enfrenta el reto de adaptarse a las demandas de la era digital, integrando metodologías activas sin perder los principios de disciplina y jerarquía. La gamificación, aplicada mediante plataformas virtuales como Moodle, surge como una estrategia innovadora para fortalecer la motivación y el rendimiento académico en este tipo de entornos formativos. Objetivo: Analizar el impacto de la gamificación integrada en Moodle sobre la motivación y el rendimiento académico de cadetes de la Fuerza Aérea Ecuatoriana, desde una perspectiva de innovación educativa. Metodología: Se utilizó un diseño cuasiexperimental con grupo control y grupo experimental. La intervención incluyó elementos gamificados como insignias, puntos, retroalimentación inmediata y rankings. Se midieron variables de motivación intrínseca, participación, entrega de tareas, calificación promedio y abandono parcial. Resultados: El grupo gamificado mostró mejoras significativas en todos los indicadores analizados. Además, se observó mayor autorregulación, disposición actitudinal positiva y cooperación entre pares. Conclusión: La gamificación, cuando es diseñada pedagógicamente y aplicada en contextos disciplinarios, puede transformar positivamente la experiencia de aprendizaje en la educación militar. Se proponen futuras investigaciones longitudinales y comparativas. Palabras clave: Gamificación, educación militar, rendimiento académico, innovación educativa, Moodle.
Copyright (c) 2025 Cesar Julio Quinga Suárez https://creativecommons.org/licenses/by/4.0
Generación de magnetosfera en el planeta Marte inducida por acoplamiento de marea de una luna artificial orbitando el planeta
Introducción: La pérdida del campo magnético marciano ha expuesto su atmósfera a la erosión constante del viento solar, impidiendo condiciones estables para la vida. Se propone generar una magnetosfera artificial mediante el reinicio del movimiento convectivo del manto de Marte, inducido por fuerzas de marea ejercidas por una luna artificial de gran masa. Objetivo: Diseñar y colocar en órbita baja una luna artificial, con masa superior a la de Fobos (≥10²¹ kg), que estimule el acoplamiento de marea necesario para reactivar la convección interna del manto marciano, regenerando así su campo magnético global y favoreciendo la preservación o recuperación de su atmósfera. Metodología: La luna sería construida a partir del redireccionamiento y ensamblaje de asteroides mediante tecnologías en desarrollo por agencias como NASA, ESA o NASDA, vinculadas a proyectos de desvío e intercepción de objetos cercanos a la Tierra (DART-NEOS). Se ubicará en una órbita estable a 6000 km de la superficie. Resultados esperados: Estabilización orbital de la luna artificial y reactivación del dínamo planetario marciano mediante acoplamiento de marea. Conclusiones: Esta estrategia podría iniciar procesos geodinámicos sostenibles en Marte, fundamentales para su futura terraformación.
Copyright (c) 2025 Bolívar Rafael Albán Crespo https://creativecommons.org/licenses/by/4.0
Introduction: Educational systems around the world are currently facing the challenge of using Information and Communication Technologies to provide their students with the necessary tools and knowledge required for their learning. Development: The development addresses everything related to the integration of technology in different educational environments that allows enriching the teaching process. In addition, it addresses the role of virtual education and the role of the teacher, the advantages and disadvantages of the use of ICTs in education, the use of artificial intelligence in education, and examples of educational possibilities of cyberspace in the educational work. Conclusions: Technology in educational environments of access to information and connectivity are elements that need to be incorporated in a pedagogical way to this process as learning mediating devices, being able to be planned and applied efficiently in the classroom, promoting positive interaction between teachers and students in a climate of reflection and autonomy.
Copyright (c) 2024 María Belén Mora Pérez, María Viviana Sánchez Pérez, Ruth Jaqueline Vergara Peña, Marlith Eufemia García Vargas, Edisa Jaquelin Garcia Segura, Miryan Morayma Arguello Pozo, Jaime Hernan Chimbo Patin https://creativecommons.org/licenses/by/4.0
Espacios de participación en políticas públicas de la niñez y adolescencia
Introducción: Los mecanismos de participación formal en políticas públicas varían según quién participa, cómo se comunican y cómo se vinculan las discusiones con las acciones políticas. La participación formal de la niñez y adolescencia es crucial para fortalecer la democracia y aumentar la legitimidad de las decisiones políticas. Objetivo: Analizar los patrones y estructuras de participación de la niñez y adolescencia en las políticas públicas de Ecuador, utilizando modelos de grafos y Análisis de Temas Latentes (LDA). Métodos: Se utilizó un enfoque mixto, combinando análisis cuantitativo y cualitativo. La recolección de datos fue bibliográfica, utilizando bases de datos académicas y documentos oficiales. Los datos se analizaron mediante LDA y modelos de grafos para identificar las redes de interacción y los términos predominantes. Resultados: Los hallazgos revelan que, aunque la participación de la niñez y adolescencia mejora la calidad de las decisiones políticas, existen desafíos como la desigualdad en la participación y la formalización excesiva de los procedimientos, lo que puede desincentivar la participación genuina. Conclusiones: Es esencial implementar mecanismos más inclusivos y evaluar continuamente los procesos participativos para asegurar la participación efectiva de la niñez y adolescencia en la toma de decisiones públicas.
Copyright (c) 2024 Oscar Alirio Valle Robayo https://creativecommons.org/licenses/by/4.0