Facultad de Ciencias de la Educación
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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, Structural transformations in higher education offerings: modality transition, institutional heterogeneityThe technologization of higher education has advanced unevenly among national systems, and research gaps persist on the mechanisms by which this transformation is institutionalized in the formal academic offer. In this framework, this study analyzes the evolution of the modalities of academic offer in Ecuadorian higher education over three consecutive time periods. To this end, a database of 8, 710 third and fourth level degrees officially registered in Ecuador was used, on which descriptive and inferential analyses were carried out. The results reveal a structural, cross-cutting and heterogeneous transformation, expressed in the progressive adoption of online and hybrid modalities and consolidated in the most recent period. Factors such as the level of education, the epistemological nature of the programs, the type of institutional funding, and the geographical location acted as modulating variables of change, either accelerating, slowing down, or postponing it. The findings of this study allow us to formulate a set of proposals aimed at strengthening the quality, equity and effectiveness of higher education in non-face-to-face modalities. The practical implications of the study are related to territorial equity policies in the distribution of academic offerings, differentiated digitization strategies according to the type of institutional funding, quality regulation, and the need to propose a strategic reconfiguration of institutional offerings. © 2026 Galarza-G and Ruiz-Onofre. - Some of the metrics are blocked by yourconsent settings
Item type:Publication, The Art as an Active Strategy for Dyslexia Intervention: A Rhythmic–Visual–Motor Case Study(Richtmann Publishing, 2026-05-05); ; - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Digital Narrative to Strengthen Interculturality in Early ChildhoodThis study analyzes the pedagogical potential of digital narratives in early education, taking as an object of study the animated series Sueños y Colores de Mi País. The main objective is to examine how this audiovisual content contributes to the strengthening of cultural identity and the promotion of interculturality in early childhood. The research adopts a qualitative methodology of documentary review and content analysis, organized into four categories: cultural representation, ethnoeducation, language and use of rhymes, and values and attitudes. The results show that the episodes of the series integrate cultural symbols, linguistic expressions and messages of coexistence that favor meaningful learning, the appreciation of diversity and the socio-emotional development of children. It is concluded that digital narratives, when applied for educational purposes, constitute an effective tool to innovate in pedagogical practices, strengthen cultural identity and generate inclusive attitudes from an early age. © 2026 IEEE. - Some of the metrics are blocked by yourconsent settings
Item type:Publication, The Effectiveness of Animated Videos in Secondary School Students’ Understanding of Molecular Processes: An Experimental Study(2026); ; The use of educational animationsEducational animations, such as those created with PowtoonPowtoon, has established itself as an effective strategy for teaching complex scientific concepts in secondary education. In this study, the objective was to evaluate the effectivenessEffectiveness of these animations in improving students’ comprehension, motivation, and academic performance. The research was conducted with a sample of 26 tenth-grade students from the Josué Educational Unit in Ambato, Ecuador, selected through non-probabilistic sampling. The instructional design was based on the ADDIE model, integrating principles of the STEM approach in the development of the animated videos. To measure the impact of the intervention, a pretest–posttest design was applied, and the data were processed in SPSS v.27 using Student’s T-test for related samples. The results showed statistically significant differences between the pretest and posttest scores (p < 0.05), confirming an improvement in both the understanding of scientific concepts and academic performance. Likewise, an increase in students’ motivation and interest in learning science was observed. In conclusion, educational animationsEducational animations developed with PowtoonPowtoon are an effective teaching strategy for promoting more dynamic and meaningful learning in secondary education. However, their implementation requires teacher training and access to technological resources, factors that may limit their application in certain educational contexts. © The Author(s), under exclusive license to Springer Nature Switzerland AG 2026.9 - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Why should science fiction be learned in engineering education?This study explores the integration of science fiction in education, highlighting its potential as a powerful pedagogical tool in engineering and other scientific disciplines. By employing science fiction narratives and analogical models, complex concepts such as thermodynamics, energy, and entropy are made more accessible and engaging for students. The research demonstrates that science fiction can motivate students, promote active learning, and foster critical thinking. This interdisciplinary approach bridges the gap between theoretical principles and practical application, enriching the educational experience and preparing students to tackle real-world challenges with innovative solutions. The findings suggest that science fiction significantly enhances the educational process, contributing to the development of more competent and creative professionals.28 - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Technological Migration and Software Optimization for Measuring Entrepreneurship MaturityThis study analyzes the technological migration and optimization of Nexus4D as a strategy to enhance the measurement of entrepreneurship maturity. Nexus4D was developed initially with a closed faced performance, scalability, and sustainability limitations. To address these challenges, a migration to open-source solutions was implemented, utilizing WordPress for content management, LimeSurvey for data collection, and Power BI for advanced analysis. Through a methodological approach based on diagnosis, implementation, and impact evaluation, a significant improvement was observed in operational efficiency, security, and user experience. The findings highlight how adopting open technologies can strengthen innovation in academic and business platforms, facilitating data-driven decision-making. © The Author(s), under exclusive license to Springer Nature Switzerland AG 2026.2 - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Non-formal Virtual Training Strategies to Promote Entrepreneurship(2025); In the current context, entrepreneurship requires extensive knowledge for proper development. In Latin America, the lack of expertise in areas such as marketing and financial management leads to a high rate of business failure. This study addresses this issue by implementing a virtual learning environment called Emprende Virtual, designed to promote sustainable entrepreneurship through masterclasses and practical activities. The methodology used was a quantitative approach with an experimental design. A total of 59 participants were divided into two groups: an experimental group that received training through the digital resource of the virtual environment and a control group that received no intervention. Pre- and post-test surveys were conducted to measure the impact of the virtual learning environment on the participants’ entrepreneurial attitude, knowledge and skills. The results showed a significant improvement in the experimental group compared to the control group, especially in areas such as educational technology, innovation and entrepreneurship, and business management. This demonstrates that the strategy not only facilitates access to education but also contributes to the development of essential skills for business success, promoting sustainability and economic growth. Despite limitations such as the lack of geographical representativeness and variability in prior experience, the VLE proves to be an effective tool for developing entrepreneurs in the region.19 - 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, Pedagogical Methodology and Inclusive EducationPedagogical methodologies in inclusive education are aimed at guaranteeing the right of all students to learn under equal conditions, recognizing and valuing diversity in the classroom. These methodologies are characterized by their flexibility, personalization, and student-centered approach. Among the most prominent are Universal Design for Learning (UDL), cooperative learning, multilevel teaching and project work, which allow content, processes and assessments to be adapted in different styles, rhythms and learning needs according to the needs of students. Therefore, these strategies promote participation, peer collaboration, and the development of cognitive and socio-emotional competencies. It is said that effective inclusion requires the teacher to act as a mediator, adjusting their practices according to the particularities and needs of the group with continuous training in attention to diversity. In addition, inclusive methodologies integrate technological tools, differentiated assessments and accessible materials to eliminate barriers in the development of learning and thus not only improve the academic performance of students with special educational needs, but also the classroom climate and the learning of the entire school community become different, thus consolidating a fairer education, equitable and quality.17