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    Gender Barriers, Equity and Social Sustainability in Rural Agriculture: A Structural Equation Modeling Approach from Ecuador
    (MDPI AG, 2026-07-14)
    Núñez-Naranjo, Aracelly Fernanda  
    ;
    Ruiz-Guajala, Mery
    ;
    Almagro, Galo
    Gender equity has become a key component of sustainable rural development and socially sustainable agricultural systems. This study examines the relationship between perceived gender barriers, gender equity, and social sustainability in agriculture in Tungurahua Province, Ecuador. A quantitative, non-experimental, cross-sectional design was employed using survey data collected from 930 farmers during 2025. Descriptive analyses were used to assess perceived levels of gender equity and social sustainability, while structural equation modeling was applied to evaluate the relationships among the study constructs. The findings reveal high perceived levels of gender equity (80.3%) and social sustainability (88.3%) among participants. The structural model indicates that perceived gender barriers are significantly associated with gender equity (β = 0.383, p < 0.001), and gender equity is positively associated with social sustainability (β = 0.350, p < 0.001). No significant direct effect of perceived gender barriers on social sustainability was identified. The results suggest that gender equity may represent an important pathway linking perceived gender barriers and social sustainability in rural agricultural systems. These findings highlight the importance of promoting equitable access to productive resources, training opportunities, and leadership participation to strengthen social sustainability and inform gender-responsive rural development policies in Ecuador. © 2026 by the authors.
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    The hierarchical scaffolding model of executive functioning in university students: a self-reported explanatory approach
    (Frontiers Media SA, 2026-07-29)
    Díaz-Guerra, Diego D.
    ;
    Hernández-Lugo, Marena de la C.
    ;
    Ramos-Galarza, Carlos  
    ;
    Broche-Pérez, Yunier
    ;
    Arias Flores, Hugo Patricio  
    Introduction Executive functions are cognitive processes that are fundamental to academic success among university students. However, most explanatory models have been developed using laboratory-based tasks, which limits their ecological validity. Self-report measures offer a complementary approach by capturing perceived executive functioning in real academic contexts. Objective To construct and validate an explanatory model of executive functioning in Cuban university student Methods A cross-sectional sample of 1,233 students was analyzed (mean age = 20.08 years, SD = ±1.02; 59.3% women). The Cuban adaptation of the UEF-1 was administered. Analyses combined decision trees using the CHAID method to identify predictors and structural equation modeling (SEM) to confirm the relationships among variables and construct a unified model. Results The final model showed satisfactory fit (CFI = 0.915, RMSEA = 0.048, SRMR = 0.045). Executive functions were organized into four hierarchical levels: (1) Metacognitive Evaluation and Supervision, comprising Conscious Monitoring of Responsibilities and Behavioral Verification for Learning; (2) Emotional and Behavioral Regulation, comprising Conscious Regulation of Emotions and Conscious Regulation of Behavior; (3) the Operational Attentional System; and (4) Goal-Directed Action and Task Resolution, comprising Decision-Making and Management of Elements to Solve Tasks. Conclusion The proposed model constitutes the first unified explanatory framework of executive functioning in Cuban university students, specifically as assessed through self-report measures. Its four-level hierarchical structure provides an empirically grounded guide for future research and interventions, capturing the subjective dimension of executive performance as a complementary and ecologically relevant level of analysis closely tied to academic adaptation and self-regulation.