Facultad de Ciencias de la Educación
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Item type:Publication, La evolución del rol docente en la educación básica superior a través de las herramientas tecnológicas(International Foundation for Education, Science and Technology (FIECYT), 2026-07-01) - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Convivencia escolar y el rendimiento académico en estudiantes de Educación Básica(International Foundation for Education, Science and Technology (FIECYT), 2026-03-01); - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Facebook as a learning node: a theoretical proposal of a private connectivist group for the collective construction of knowledge in higher education(Frontiers Media SA, 2026-08-12); ; Social networks have transformed the way young people relate to knowledge. The intended pedagogical use in higher education is still barely theorized. Our article proposes a theoretical design of a private Facebook group as a connectivist learning space for university students in the first levels of the Education career. The objective is to theoretically argue how a private Facebook group, structured under connectivist principles, can constitute an intentional learning node that favors the collective construction of knowledge about the role of the teacher in the digital age. Methodologically, we adopt a non-empirical approach, inscribed in the conceptual and theoretical tradition, which articulates the principles of connectivism of Siemens and Downes with the pedagogical possibilities of existing social networks. We include conceptual instructional design without reaching its empirical implementation. Our paper posits a closed, moderated space on a well-known social platform where students can reduce technological friction, activate authentic cognitive and relational connections. We conclude that the instructional design of the group is the determining condition for the emergence of connectivist learning and not the platform itself. © 2026 Londoño-Proaño, Galarza-G and Becerra García. - Some of the metrics are blocked by yourconsent settings
Item type:Publication, La sobreprotección de los padres de familia y su impacto en el proceso de aprendizaje de los niños(International Foundation for Education, Science and Technology (FIECYT), 2026-01-05) - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Algoritmos de aprendizaje para predecir el uso de la inteligencia artificial generativa en estudiantes universitariosThe rise of generative artificial intelligence has transformed educational processes in higher education, generating both opportunities and challenges in university training. This study aimed to analyze machine learning algorithms to predict the use of ChatGPT and Gemini among students at the Escuela Superior Politécnica de Chimborazo in Ecuador. A quantitative, non-experimental, cross-sectional, and correlational design was employed, with a sample of 699 students selected through simple random sampling. Data were collected using a statistically validated questionnaire and processed using SPSS and Orange Data Mining. The results showed that sociodemographic variables (sex, age, religion, and academic semester) did not present significant associations with usage preference, indicating low explanatory power. In contrast, the frequency of generative artificial intelligence use was a relevant predictor, highlighting the importance of habit as a determinant of adoption. Furthermore, the Random Forest and AdaBoost algorithms achieved the highest levels of accuracy, confirming the effectiveness of ensemble methods. It is concluded that socio-educational conditions better explain student behavior than demographic factors, consolidating ChatGPT as the most used tool. Licencia de Creative Commons Atribución 4.0 Internacional (CC BY 4.0) - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Estrategias metodológicas para fomentar la motivación en el aprendizaje de los estudiantes(International Foundation for Education, Science and Technology (FIECYT), 2026-07-08); En el contexto de la Institución Educativa Fiscal del Cantón Pujili, se identificó una preocupante desmotivación en los estudiantes de quinto año, reflejada en su escasa participación e interés hacia las actividades académicas. Frente a esta problemática, el presente estudio tuvo como objetivo general aplicar estrategias metodológicas para fomentar la motivación en el aprendizaje de dichos estudiantes. Se planteó como hipótesis que la implementación de dichas estrategias influye significativamente en la motivación estudiantil. Con un enfoque cuantitativo, paradigma positivista y diseño cuasiexperimental, se trabajó con 33 estudiantes y se aplicaron pretest y postest mediante cuestionarios tipo Likert. La intervención consistió en estrategias activas, colaborativas y lúdicas como gamificación, recursos digitales, aprendizaje cooperativo y contextualización de contenidos. Los resultados evidenciaron un cambio notable: el 97 % de estudiantes con baja motivación pasó a un 57,6 % con alta motivación tras la intervención, resultado corroborado estadísticamente mediante la prueba de Wilcoxon. En conclusión, se comprobó que las estrategias metodológicas activas fortalecen el vínculo del estudiante con el proceso formativo, dinamizan el ambiente escolar y potencian actitudes positivas hacia el aprendizaje. Se recomienda ampliar este tipo de estudios a otros contextos y niveles educativos para validar la sostenibilidad de sus efectos. - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Influencia del entorno familiar en el rendimiento académico de los estudiantes de octavo grado(International Foundation for Education, Science and Technology (FIECYT), 2026-03-15); - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Perceived reading comprehension and pedagogical practices: a comparative study with university students of Basic Education(Journal of Management Practices - Humanities and Social Sciences, 2026); ; Coraizaca, Dorys Maribel CumbeReading comprehension is a competence of great importance in university education, especially for future teachers who will have to guide reading processes in different educational contexts. Explicit teaching, scaffolding, feedback, and digital resources can be used to promote its development through pedagogical practices. Comprehension is the perception of reading comprehension and the perception of pedagogical practices by university students of Basic Education according to their institution of origin. A non-experimental, descriptive, comparative and cross-sectional quantitative study was developed. To protect institutional confidentiality, three higher education institutions in Ecuador were identified by codes. A total of 221 eighth-semester students from these institutions participated. A 20-item questionnaire validated by five experts and pilot test was administered. Both scales demonstrated acceptable internal consistency. Differences between institutions were tested by one-way analysis of variance with Tukey’s post hoc comparisons. Differences were identified among the institutions in perceived reading comprehension and perceived pedagogical practices. Institution C showed higher perceived reading comprehension than Institution B, whereas Institution A reported higher perceived pedagogical practices than Institution B. Nevertheless, the magnitude of the institutional differences was limited. However, the study is limited by its cross-sectional design and reliance on self-reported data, which may restrict causal interpretation and introduce response bias. © 2026 Journal of Management Practices, Humanities and Social Sciences (JMPHSS). All rights reserved. - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Inclusive education and psychological wellbeing: Support strategies for students in diverse settingsThis study examines the relationship between inclusive education and psychological wellbeing, emphasizing pedagogical and institutional strategies that promote students’ active participation in diverse educational contexts. The purpose of the research is to analyze the main barriers affecting inclusion and emotional wellbeing in school settings and to identify support strategies with the greatest perceived impact on students’ engagement and retention. A qualitative, hermeneutic-interpretative approach was adopted, based on a documentary review of scientific literature published between 2020 and 2025. Peer-reviewed articles, policy documents, and institutional reports were selected from recognized databases such as Scopus, SciELO, ERIC, and IEEE Xplore. The analysis focused on inclusive education, psychological wellbeing, teacher training, socioemotional strategies, and educational policy. The results reveal that the most significant barriers to inclusive education are insufficient teacher training in inclusive and socioemotional practices (reported in 85% of the reviewed studies), the disconnect between pedagogical strategies and students’ psychological needs (78%), and the lack of adaptive educational resources (72%). Additionally, limited emotional support systems and weak institutional policies oriented toward wellbeing contribute to higher levels of demotivation and school dropout, particularly in vulnerable regions. Conversely, strategies such as Social and Emotional Learning (SEL) and Universal Design for Learning (UDL) showed the highest perceived impact, with effectiveness scores of 4.6 and 4.4 out of 5, respectively. The study concludes that inclusive education cannot be achieved without systematically addressing students’ psychological wellbeing. Integrating socioemotional education, strengthening teacher training, and aligning public policies with inclusive and human-centered approaches are essential to fostering equitable, safe, and meaningful learning environments. These findings highlight the need for comprehensive educational models that connect pedagogical, emotional, and institutional dimensions.</jats:p>4 - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Impact of Machine Learning on the Development of Mathematical Operations Using Scratch(2025); ; ; Darío Castillo SalazarThis research focused on analyzing the impact of Machine Learning (ML) applied through the Scratch platform on the development of mathematical operations in secondary school students. The quantitative, descriptive, and field-based study was conducted with a sample of 30 students from public schools in educational zone three. A survey technique was used with a questionnaire validated by education experts, and the instrument’s reliability was measured with a Cronbach’s Alpha of 0.89. The results obtained from pretest and posttest, as well as the application of the t-student test and ANOVA analysis, demonstrated that the experimental group, which used Scratch with ML, showed significant improvements in their mathematical performance compared to the control group. Additionally, the impact analysis based on Cohen’s D revealed a considerable effect on academic performance, reinforcing the effectiveness of the proposal. These findings not only highlight the importance of incorporating emerging technologies in education but also suggest that the use of interactive and adaptive approaches can optimize the learning of mathematics. The research concludes that integrating ML and Scratch in mathematics education is an effective tool for enhancing students’ understanding and developing critical skills11