Núñez-Naranjo, Aracelly Fernanda
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Núñez-Naranjo, Aracelly Fernanda
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Ambato
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fernandanunez@uti.edu.ec
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Scopus Author ID
57918896500

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Virtual Inclusion in Distance Education: Challenges and Opportunities for Embracing Student Diversity

2025 , Segundo Manuel Realpe-Torres , Quezada-Sarmiento, Pablo Alejandro , Núñez-Naranjo, Aracelly Fernanda

In the educational context, virtual inclusion faces significant technological, pedagogical, and sociocultural barriers. These include limited digital connectivity, lack of access to technological devices, insufficient inclusive pedagogical strategies among educators, and disparities rooted in ethnicity, gender, language, social class, culture, and disability—factors especially prevalent in marginalized areas. As a result, access to virtual distance education remains limited for many students. This study aims to identify the primary barriers affecting accessibility and usability in digital inclusion. The study employed a qualitative methodology based on a literature review of academic research published between 2020 and 2025. Selection criteria included relevance, coherence, and quality of information, drawing from academic databases such as IEEE Xplore, ACM Library, Springer, SciELO, and ERIC. The findings reveal several recurring barriers: technological inequality, low digital literacy and usability, limited integration of the Universal Design for Learning (UDL) in virtual pedagogy, and insufficient teacher training in inclusive strategies for online learning. However, the literature also highlights key opportunities, such as the expansion of virtual education, the use of assistive technologies, personalized learning, improved access in geographically isolated regions, and the implementation of inclusive educational policies. This analysis underscores that achieving full virtual inclusion requires an integrated approach—one that combines digital innovation, continuous teacher training, and public policies that ensure equitable access and equal opportunities for all students, regardless of their diverse backgrounds

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Teaching Tools Based on Artificial Intelligence to Strengthen English Language Skills

2024 , Núñez-Naranjo, Aracelly Fernanda , Elizabeth Morales-Urrutia , Ximena Tapia

The use of tools based on artificial intelligence is taking an important role every day in the teaching and learning processes, which is why this study promotes the use of a repository of tools based on artificial intelligence to strengthen language skills. English seeking to help students develop the four skills necessary for learning English (listening, speaking, writing and reading). For the investigative process, a mixed methodology was used, a pretest was applied, obtaining an average value of 6.3 and once the repository was used with practical activities supported by artificial intelligence tools, a post test was applied with an average rating of 9, demonstrating a very notable improvement which evidenced the improvement of language skills. It is concluded that the proposed activities based on artificial intelligence tools motivated and stimulated students, improving their academic performance in learning the English language.

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The Impact of Digital Technologies on the Development of Linguistic Skills: A Focus on Listening, Speaking, Reading, and Writing

2025 , Blanca Grefa , Núñez-Naranjo, Aracelly Fernanda , Ximena Morales-Urrutia

This study examines the relevance of active methodologies in enhancing linguistic and communicative competencies in Elementary General Education. The primary objective was to determine how these methodologies contribute to the development of the four essential macro-skills: listening, speaking, reading, and writing, thereby promoting innovative and effective educational practices at Milton Jurado School. A quantitative, exploratory, and descriptive approach was adopted with a non-experimental design in a longitudinal context involving 35 students. The methodology included administering a pretest and posttest using a checklist for data collection. Concurrently, active methodologies were implemented to strengthen linguistic and communicative skills. The hypothesis posited that active methodologies contribute to the development of these competencies in Elementary Education. Data analysis and interpretation were based on the pretest and posttest results. To ensure result reliability, the Shapiro-Wilk normality test was applied, suitable for the study's sample size. Student t-test results demonstrated a significant improvement in student performance. The research concludes that active methodologies are effective in developing linguistic and communicative competencies. Findings indicate the need to explore innovative pedagogical approaches that enhance these skills, highlighting the importance of teacher support. This study provides significant insights for implementing active methodologies in education, emphasizing their efficacy in the comprehensive development of students in contemporary society

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Technological Pedagogical Strategies in the Improvement of Basic Functions and Management of Mathematical Operations

2024 , Núñez-Naranjo, Aracelly Fernanda , Mora Rosales, José

This study aimed to analyze the contribution of techno-pedagogical strategies in strengthening mastery in mathematical multiplication with students at the basic elementary level in Ecuador. The post-positivist paradigm, quantitative approach, quasi-experimental and comparative design was used, with pre-test and post-test to 4 groups (A, N, B and G) of 30 students each. The first A was the control and the remaining three N, B and G, the experimental ones. During the pre-test, the groups received training through demonstration strategies in the classroom, exercises and teamwork, evaluated with a knowledge test of ten exercises with true and false options. The following week (post-test), group A received reinforcement with the same strategies, while the others received it simultaneously in separate classrooms, with different teachers, using technological strategies based on the tools Nearpod, Blooket and Genially, to be evaluated again using the same strategy. The results indicate that for group A, there were no significant differences between the median scores (p ≥ 0.05) while, in the remaining groups, a significant improvement was observed (p = 0.000), where group B, using the Blooket resource, reflected a greater increase in the median score. It is concluded that these resources can be integrated as pedagogical strategies and significantly favor the mastery of the basic mathematical function in multiplication and specifically with the use of Blooket, highlighting the importance of technological innovation in educational training.

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Image, Loyalty and Management in natural destinations

2025 , Mauricio Carvache-Franco , Wilmer Carvache-Franco , Orly Carvache-Franco , Jessica Lavayen-Tamayo , Núñez-Naranjo, Aracelly Fernanda

This study aimed to: identify the attribute factors related to the image of a marine protected area and determine which of these factors explain tourist satisfaction and behavioral loyalty. The study was conducted in the Galápagos Islands, a marine protected area in Ecuador, South America. A total of 407 tourist questionnaires were collected on-site, including both domestic and international visitors, and factor analysis techniques along with multiple linear regressions were applied. The findings reveal four factors in the image attributes of marine protected areas: Staff Attention, Tourist Facilities, Nature, and Cultural Activities. Among the factors that explain satisfaction with the tourist destination, as well as the intention to recommend it and speak positively about it, Nature and Staff Attention at the destination were identified. Meanwhile, the Cultural Activities factor best explains the intentions to revisit the destination. These results can be useful for marine protected area managers in developing sustainable management plans. © LEIRD 2025.All rights reserved.

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Virtual Inclusion in Distance Education: Challenges and Opportunities for Embracing Student Diversity

2026 , Segundo Manuel Realpe-Torres , Quezada-Sarmiento, Pablo Alejandro , Núñez-Naranjo, Aracelly Fernanda

In the educational context, virtual inclusion faces significant technological, pedagogical, and sociocultural barriers. These include limited digital connectivity, lack of access to technological devices, insufficient inclusive pedagogical strategies among educators, and disparities rooted in ethnicity, gender, language, social class, culture, and disability—factors especially prevalent in marginalized areas. As a result, access to virtual distance education remains limited for many students. This study aims to identify the primary barriers affecting accessibility and usability in digital inclusion. The study employed a qualitative methodology based on a literature review of academic research published between 2020 and 2025. Selection criteria included relevance, coherence, and quality of information, drawing from academic databases such as IEEE Xplore, ACM Library, Springer, SciELO, and ERIC. The findings reveal several recurring barriers: technological inequality, low digital literacy and usability, limited integration of the Universal Design for Learning (UDL) in virtual pedagogy, and insufficient teacher training in inclusive strategies for online learning. However, the literature also highlights key opportunities, such as the expansion of virtual education, the use of assistive technologies, personalized learning, improved access in geographically isolated regions, and the implementation of inclusive educational policies. This analysis underscores that achieving full virtual inclusion requires an integrated approach—one that combines digital innovation, continuous teacher training, and public policies that ensure equitable access and equal opportunities for all students, regardless of their diverse backgrounds

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TIC for Fostering Critical Thinking and Learning Mathematics

2024 , Núñez-Naranjo, Aracelly Fernanda , Laura Concha-Hidalgo , Ocaña-Chiluisa, José

The purpose of the research was to design strategies that allow the development of critical thinking for the learning of mathematics in upper elementary school students. The same is of a quasi-experimental type that contemplates a methodology based on a quantitative approach, which allowed after the application of the proposal for four weeks, to analyze and explain the phenomenon under study through the application of objective tests of 10 items in a pretest and a posttest, applied to 156 tenth grade students of an educational unit in Ecuador, for the experiment were divided into two groups: 78 students in the control group and 78 students in the experimental group, which was subjected to an innovative proposal and traditional education. The post evaluation results of the scores obtained from the control group showed an overall average of 4.65 showing the lack of skills and cognitive tools to develop critical thinking. While, the experimental group reached an average of 7.63 after the implementation of the proposal, observing a significant improvement in their skills and qualities in the development of critical thinking, evolving positively with the criteria applied within the didactic guide. Finally, to test the hypothesis, the Anova statistical test was used, which concluded a direct relationship between the development of critical thinking and the learning of mathematics.

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Social capital, education, and subjective well-being in Ecuador

2024 , Núñez-Naranjo, Aracelly Fernanda , Ximena Morales-Urrutia , Luis Simbaña-Taipe

The study examines the interaction between social capital, education, and subjective well-being in Ecuador, highlighting its impact on economic development. The study aims to understand the situation of social capital and subjective well-being and how the identified factors explain the impact on subjective well-being in the Ecuadorian population, using a descriptive and analytical approach with information from the World Value Survey database of waves 6 and 7. The main results show a significant relationship between social capital and subjective well-being, with positive influences such as justice and union membership, and negative effects of public administration and media. In conclusion, the importance of strengthening social capital and improving public services and communication to promote the well-being of the Ecuadorian population is emphasized.

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Analysis of the determinant factors in university dropout: a case study of Ecuador

2024 , Núñez-Naranjo, Aracelly Fernanda

University dropout is a social issue that directly impacts both families and the state, characterized by disparities in enrollment and graduation based on various factors. The primary objective of this study was to analyze the determinants of university dropout supported by multifactorial analysis at a private university in Ecuador. This research was conducted within a post-positivist paradigm with a quantitative approach, utilizing digitized statistical records of students and results from a personalized survey sent to dropouts via email. Out of a total of 1,078 students admitted and/or enrolled over 5 years, a sample was analyzed from the 484 who dropped out. Student dropout is associated with personal, familial, economic, academic, and institutional factors, contributing to school abandonment with an estimated probability of 44.90%. In conclusion, a higher dropout rate was observed among male students from public institutions who did not complete the first cycle, despite having a higher number of enrollments at the university. Finally, the Multilevel Logistic Regression model can predict with 76.44% accuracy the behavior of the independent variables affecting school dropout.

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Determining of university desertion: survival analysis

2022 , Núñez-Naranjo, Aracelly Fernanda

University desertion is the subject of analysis by several authors over the years. The different causes for which a student abandons his studies and the ways to reduce it, entail the interest of the study. The research was positive with a quantitative approach. The data collection was carried out through a survey, and an observation sheet to the student’s files, we proceeded with the analysis of the Kaplan Meier survival curve, on a base made up of 1078 undergraduate students enrolled in the first semester. in 2014 with follow-up to 2019. It is concluded that the existing university dropout factors are personal and social. The incident variables are age, gender, marital status, region, school, family, venue, modality, homologation, and career. There are no significant differences in ethnicity, school, age and quintile, averages. © 2022, Associacao Iberica de Sistemas e Tecnologias de Informacao. All rights reserved.

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