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 This Journal publishes original and unpublished articles, which will be submitted to external evaluators (Double anonymized peer review), our evaluation process is designed to ensure efficiency and speed in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 EVALUATION SYSTEM The articles must be original and unpublished and are submitted to external evaluators.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.
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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
PREDICTIVE MODEL OF ACADEMIC PERFORMANCE BASED ON MULTIVARIATE TECHNIQUES
Academic performance is associated with various social, pedagogical, economic, and institutional factors. The objective of this research is to design a predictive model of students' academic performance for the subject of mathematics. To evaluate the impact of this work, multivariate techniques such as multiple linear regression are applied. It is concluded that the variables, Autonomous Learning Component, Experimental Practical Learning, Learning in Contact with the Teacher, and age, significantly affect academic performance. It is necessary to include more variables to have a robust model that allows improving the performance and permanence of students in a higher education institution.
Copyright (c) 2025 Blanca Rocio Cuji Chacha, Wilma Lorena Gavilánes López https://creativecommons.org/licenses/by/4.0
Propiedades psicométricas del cuestionario de funcionalidad familiar FF-SIL en adolescentes
Introducción: La funcionalidad familiar hace referencia a la relación que existen entre cada uno de sus integrantes dentro del núcleo habitual, implica una comunicación adecuada para llevar a cabo los roles familiares que cada uno debe cumplir para el óptimo funcionamiento. EL principal objeto de la investigación fue analizar las propiedades psicométricas de la escala de funcionalidad familiar (FF SIL) en una muestra de 328 adolescentes ecuatorianos. Objetivo: Determinar las propiedades psicométricas del cuestionario de funcionalidad familiar FF-SIL en adolescentes. Métodos: El método utilizado fue de tipo cuantitativo instrumental con un diseño no experimental con un corte transversa. Resultados:Los resultados mostraron que el FF SIL presenta niveles adecuados en cuanto a consistencia interna con un alfa de Cronbach de 0.847 para la escala total y posterior al AFE se identificó la presencia un solo factor de la escala de funcionalidad familiar con valores aceptables KMO de 0.92 y el test de esfericidad de Bartlett (X2) de 1077 con un nivel de significancia de p<0.001. Además, el AFC arrojó índices de ajuste adecuados que confirman la estructura unifactorial (X2= 134, gL= 77 y p<0.001; CFI= 0.944, TLI= 0.934, SRMR= 0,0415, RMSEA= 0,0473 ). Conclusiones: Como conclusión tenemos que la escala de funcionalidad familiar FF SIL se muestra útil en adolescentes ecuatorianos con propiedades psicométricas adecuadas reflejado en el alfa de Cronbach de 0.84 para la escala total, confirmando que es una herramienta confiable para la medición de la variable en diferentes contextos y con diferente rango de edad, sin embargo, es importante recalcar que es un modelo unifactorial.
Copyright (c) 2024 Kevin Manuel Cordero Pico, Alexis Mauricio Nuñez Nuñez https://creativecommons.org/licenses/by/4.0
Criminal Populism; A look at Ecuador and Latín America
Introduction: Penal populism constitutes a technique used by the political class to generate a false sense of security in society, through the use of punitive power. Under this premise it is evident that guaranteeing states are in complete opposition to this practice. Development: There is a need to analyze whether expressions of penal populism are present in Ecuador and Latin America in order to establish whether this pernicious current remains valid in the space of analysis. The present study is carried out through a doctrinal, legal and bibliographic analysis that includes definitions, expressions of populism, normative transgressions and related topics such as criminal demagoguery Practical applications or future lines of research: Priority should be given to the development, dissemination and strengthening of national outreach and projection mechanisms, communication channels that promote training in criminal policy, as well as studying improvement strategies. Conclusions: Finally, it is evident that penal populism maintains a clear validity in Ecuador and in several Latin American countries, generally the representatives of power propose permanent modifications in the penal norm, ignoring the existence of serious multidisciplinary studies that support their proposal, they act solely and exclusively in obtaining or recovering citizen sympathy, they offer this rudimentary practice as an immediate response to the evident state of insecurity.
Copyright (c) 2024 Wendy Pilar Romero Noboa, Bryan Ismael Tipantuña Trujillo, Mishel Esthefania Zabala Silva, Anthony Daniel Lara Pilco https://creativecommons.org/licenses/by/4.0
Educational innovation and learning communities
Introduction: Educational innovation and learning communities allow the creation of systems to determine possible solutions and improvements in learning results. And respond to the needs of today's society, understanding that the school cannot stagnate and continue reproducing traditional educational practices. Objective: Establish the application of educational innovation processes through the incorporation of learning communities for the acquisition of improvements in the pedagogical process of the fourth year of basic general education in the educational unit of the Pujilí Canton, school year 2021-2022. Method: We worked under the quantitative paradigm, the method applied is inductive, the technique is the interview, with its interview guide instrument. The population was made up of an authority (rector) and 3 teachers from the fourth year of EGB of the Educational Institution. Results: The need to train teachers on educational innovation was determined, with the aim of changing their traditional practices, classroom order, interpersonal relationships and the organization of the educational institution. Conclusion: It was concluded that the few trainings related to educational innovation and the integration of learning communities have led to monotonous educational practices that have harmed educational processes.
Copyright (c) 2024 https://creativecommons.org/licenses/by/4.0
Children's rounds and the development of Gross Psychomotor Skills in Early Childhood Education.
Introduction: Children's rounds, or circle games, are of great importance in Early Childhood Education, as they effectively support the holistic development of children aged 4 to 5 years. Development: This research article focuses on the difficulties faced by children in Early Childhood Education at the 14th of July Juan Abel Cheverria Educational Unit regarding the development of gross motor skills through the use of children's rounds. The aim was to diagnose gross motor skills in preschool children. Additionally, it sought to determine how play activities and children's rounds benefit the development of gross motor skills and dynamic balance in children, for which it is recommended to develop motor activities to stimulate psychomotor development in Early Childhood Education. Conclusions: Teachers should implement recreational and playful strategies with the purpose of proposing activities that maximize the development of gross psychomotor skills and abilities in young children through the use of children's rounds.
Evaluation of Laterality Using the Harris Test
Introduction: Within the educational framework at the initial level, laterality plays an important role in the learning of infants, incorporating the Harris test for its diagnosis and respective strengthening. Development: The importance of laterality development in preschool children and the use of the Harris test were investigated, emphasizing key aspects, the phases of the process of lateral predominance were analyzed, highlighting that it allows the systematic organization of mental structures, and the structuring and interpretation of the test in each of the areas it evaluates were also examined. Practical applications: The misinformation and lack of knowledge that exists in the rural sector about the lateralization process has left as a consequence, lateral deficiencies in infants, that is why the development of ludic activities based on the Harris test is proposed to strengthen this motor area. Conclusions: In the rural community there is a scarce number of children in the preschool level, given that in Ecuador there is no compulsory initial education levels I and II, which leads to all kinds of delays in the learning of infants.
Copyright (c) 2024 Brenda Maritza Congo Pabón, Yadira Elizabeth Masalema Guaman, José María Bravo Zambonino https://creativecommons.org/licenses/by/4.0
Children's songs for the development of laterality in spatial intelligence
Introduction: Laterality is an important part of human development that involves the ability to recognize and use the dominant side of the body to perform basic tasks. Objective: Propose a children's songbook as a teaching strategy to strengthen laterality in spatial intelligence Methods: This study was developed under the modality of a feasible project, for which the parts proposed by Dubs (2002) were considered: title, context, objectives, justification, reference framework, methodology, diagnosis or evaluation of needs, formulation of the proposal, feasibility or viability analysis and recommendations. To collect the information, we worked with documentary review, interviews and observation. The study context was the Educational Units with the level of Initial Education of the parish of “Guangaje” in Ecuador for which 6 institutions were selected. Results: The effectiveness of using children's songs as a teaching strategy for the development of laterality in spatial location was evidenced. Conclusions: The use of children's songs as a teaching strategy for the development of laterality in spatial intelligence in early education infants can be beneficial to stimulate, among other things, the development of laterality in spatial location.
Copyright (c) 2024 Joselyn Dayana Córdova Gallo, Verónica Belén Mendoza Casa, Yolanda Paola Defáz Gallardo, José María Bravo Zambonino https://creativecommons.org/licenses/by/4.0