Horizonte Cientifico Educativo International Journal
Horizonte Científico Educativo International Journal (HCEIJ), edited and published by Asesores Educativos S.A.S., is an international, refereed, peer-reviewed scientific journal dedicated to the dissemination, analysis, and critical reflection in the field of education. Founded in January 2025, HCEIJ is a biannual publication that has established itself as a rigorous academic forum promoting the publication of high-impact research related to pedagogical processes, teacher education, educational innovation, public policies in education, and other emerging topics in the educational sphere. HCEIJ’s core purpose is to foster the generation of scientific knowledge in education that contributes to the transformation of teaching practices, curriculum design, inclusion, interculturality, the use of technology for learning, and continuous improvement across the various levels of the educational system. The journal welcomes original contributions from national and international authors, including research articles, critical reviews, case studies, scholarly essays, and systematizations of educational experiences. HCEIJ actively promotes collaborative, interdisciplinary work and open academic exchange as key pathways to advance educational knowledge. In addition, HCEIJ adopts an open-access policy, ensuring that all content is freely and permanently available, thereby guaranteeing unrestricted access to scientific output in education.
Authors retain copyright and grant the journal the right of first publication. This work is distributed under the Creative Commons Attribution 4.0 International License (CC BY 4.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Soundscape and Creativity: Integrating Music and Movement into the Early Childhood Curriculum
This study examines the relationship between the pedagogical use of the soundscape and the development of creativity through integrated music–movement experiences in Early Childhood classrooms of public schools in Guayaquil (Ecuador), in alignment with the national Early Childhood Curriculum (2014 and its recent prioritisation) (Ministerio de Educación del Ecuador, 2014, 2025). A quasi-experimental one-group mixed-methods pilot design was implemented with 34 children aged 4–5 years, distributed across two Early Childhood classrooms, using a didactic sequence organised into three blocks: exploration of the surrounding soundscape through soundwalks, creative transformation of sounds into music–movement games, and collective construction of a “school and neighbourhood” soundscape (Sastre Pisonero, 2014; Hearing and Creating Soundscapes, 2020). Quantitative data were collected using observational scales of expressive creativity (fluency, originality, flexibility) and active listening; qualitative data were obtained from field notes, classroom records and children’s sound productions. Results showed significant pre–post gains in the three creativity dimensions and in the overall creativity score, with large effect sizes, as well as a substantial improvement in active listening, consistent with previous research on music–movement programmes enhancing creative thinking and self-regulation in preschoolers (Alper et al., 2022; Theodorou & Drigas, 2012). Qualitative analyses revealed increasing sophistication in how children describe, organise and re-create the sounds of their urban environment, articulating early aesthetic and environmental categories (Qin et al., 2024; Zamora et al., 2025). The findings suggest that soundscape-based, context-sensitive music–movement experiences constitute an effective device to foster creativity and auditory sensitivity in Early Childhood education while supporting critical reflection on the quality of school and neighbourhood sound environments in urban settings such as Guayaquil. Implications for teacher education are discussed, and future research avenues are proposed, including controlled designs with larger and more diverse samples
Copyright (c) 2025 Josselyn Abigail Valverde Narváez, Nancy Cumanda Narváez Andrade, Yanes Maribel Zambrano Salavarria (Autor/a)
Performance Assessment in Integrated Knowledge Projects (PIS): Rubric Design and Inter‑Rater Reliability
Objective: To examine inter‑rater reliability of an analytic rubric for Integrated Knowledge Projects (PIS) in 12th grade and to outline design decisions for formative and summative uses. Methods: Observational study in public urban schools in Guayaquil (−2.170997°, −79.922359°). A total of 400 student products (reports, presentations, prototypes) were scored by 4–6 raters per product using a six‑criterion, four‑level rubric. A pilot (n≈40) informed descriptor refinement and variance estimation. The protocol comprised training and calibration with an anchored bank. Analyses included Gwet’s AC1 per criterion (95% CI), ICC(2,k) for the total score (0–100), mixed‑effects models for product‑type comparisons, and, in a subsample (n≈120), generalizability studies (G‑coefficient and phi), plus sensitivity checks (re‑weighting, adjudication exclusion, and re‑calibration). Results: AC1 ranged from 0.72 to 0.84, higher for technical criteria (Evidence/Data; Rigor) and lower for interpretive dimensions (Collaboration; Ethical Impact and Feasibility). Overall ICC(2,k) reached 0.88 (mean k≈4.8; ICC(2,1)=0.69); the performance‑by‑k curve showed diminishing returns after k=5, with an operational “sweet spot” at k=4–5. The p×i×r subsample yielded G=0.86 and phi=0.82; most error variance was due to product×rater interactions. Prototypes scored lower than reports and presentations, especially on Communication and Impact. Sensitivity analyses supported metric stability and showed reduced “rater” variance after re‑calibration. Conclusions: The PIS‑BGU rubric demonstrates good‑to‑excellent reliability for the total score and moderate‑to‑high reliability by criterion, supporting both summative decisions and formative feedback. Recommendations include using k=4–5 raters, protocolized adjudication when discrepancies exceed one level, and strengthened calibration for interpretive criteria. Future work will incorporate models with rater severity and external validation in rural settings and other STEAM areas
Copyright (c) 2025 Margarita Johanna Rocafuerte López, Filomena Agripina Quezada Sanmartin, Nidia Sharon Torres Aguilar, Esperanza Narcisa Mejía Ruiz (Autor/a)
Classroom protocols for conflict resolution: validation and findings in upper secondary education
This study validates and evaluates a set of classroom protocols, co‑designed with teachers and students, to prevent, manage, and follow up on everyday conflicts in Ecuador’s Upper Secondary Education (BGU) in Ximena parish (Guayaquil). The intervention integrates Social and Emotional Learning (SEL) and restorative practices into five components: positively framed classroom agreements (C1), a four‑step immediate management procedure (C2), brief dialogue circles (C3), a clear escalation/referral pathway (C4), and follow‑up with commitments (C5). We used a cluster quasi‑experimental design (classroom level) with pre/post measures and a short follow‑up. The sample included 24 classrooms (12 intervention; 12 control). Primary outcomes were incident rate per 100 student‑months, school climate (0–100), and self‑regulation (0–100). Analyses show a relative reduction of incidents of about 20% (IRR≈0.80) versus control, improvements in climate (Δ≈3.2; g≈0.38), and modest gains in self‑regulation (Δ≈1.8; g≈0.23). Teacher adherence positively moderates impacts, underscoring that consistent implementation matters more than program complexity. Data‑quality safeguards (validation rules, audit samples) and sensitivity checks (count models with offsets; multilevel models) support the robustness of findings. Policy and practice implications include integrating the protocols into institutional coexistence plans, setting coverage/adherence targets (≥75%), and sustaining brief training plus fortnightly feedback cycles. Limitations include potential cross‑class contamination, a short follow‑up window, and an urban BGU scope; future work should include replications and cost‑effectiveness analyses. The protocols offer a low‑burden, and scalable path to strengthen coexistence and learning in high‑density urban settings.
Copyright (c) 2025 Johanna Madelaine Echeverria Escobar, Mónica del Carmen Contero Cazar, Lorena del Rosario Yong Torres, Ericka Lisbeth Arias Chalco (Autor/a)
Unplugged Computational Thinking in Basic Education: Design and Learning Evidence (Mathematics subject focus)
This study assessed the effectiveness of an unplugged computational thinking (CT) program embedded in Mathematics for lower secondary Basic Education, implemented in rural public schools in Tenguel (Guayas, Ecuador). We conducted a clustered quasi-experimental design with pretest–posttest measures and a qualitative sub-study. The 10-week intervention (two 40–50-minute sessions per week) mapped CT practices—decomposition, pattern recognition, abstraction, algorithm design, and verification—onto grade-level Mathematics topics (proportionality, graphs and shortest paths, combinatorics/probability, modular arithmetic). Parallel A/B tests were used for Mathematics (30 items) and unplugged CT (24 items), along with an implementation fidelity (IF) rubric and a brief attitudes scale. A total of 430 students participated in the Treatment group and 420 in Control. Pre–post gains were larger for Treatment in both Mathematics (+9.5 points) and CT (+9.2), compared with Control (+3.4 in both). Posttest effect sizes were moderate (Hedges g≈0.53 for Mathematics; g≈0.54 for CT). A moderate correlation between posttest Mathematics and CT was observed in Treatment (r≈0.46), supporting near transfer from algorithmic practices to mathematical problem solving. IF ≥ 80% was associated with greater improvements. Findings indicate that the unplugged approach improved Mathematics performance and CT competencies under digital divide constraints by minimizing logistical friction and focusing cognitive activity on structures and procedures. The package is scalable, low-cost, and aligned with national priorities on Mathematics and digital competencies; it offers a bridge strategy while school connectivity improves. Future work should include stepped-wedge rollouts, longitudinal follow-up, and item response models to enhance cross-cohort comparability and cost-effectiveness estimates.
Copyright (c) 2025 Silvia Leonila Paucar Taco, Laila Viviana Salazar Jaramillo, Aura Narcisa Rodríguez Lindao, Elsa Adriana Paucar Taco (Autor/a)
Contextual problem solving through mathematical modeling: effects on critical thinking and cognitive transfer
We evaluated the effect of a classroom intervention grounded in contextual problem solving through mathematical modeling on critical thinking and cognitive transfer among lower‑secondary students in Nueva Loja, Ecuador. A quasi‑experimental pretest–posttest design with a comparison group was implemented over eight weeks, using authentic local scenarios (logistics, streamflow, costs) and explicit scaffolds for representation and validation. Results indicate significant gains in critical thinking and both near and far transfer, with small‑to‑moderate effect sizes after covariate adjustment. Modeling quality (R‑MM rubric) correlated positively with critical‑thinking performance, suggesting that articulating assumptions and validating models strengthens critical judgement. Public INEVAL microdata and reports (Ser Estudiante 2018–2019, Amazonía) were used to contextualize and benchmark the classroom outcomes against subnational distributions. The study aligns with the PISA 2022 framework and editorial standards (COPE) and provides reproducible materials (rubrics, instruments, scripts) to facilitate scaling across Ecuador’s northern Amazon
Copyright (c) 2025 Carlos Alberto Montero Anzuat, Rosa Beatriz Montezuma Monar, Fiorela Elena Valdiviezo Puchaicela, Geovanna Jacqueline Yar Pilamunga (Autor/a)
Cooperative learning and classroom climate in physical education
We evaluated the effect of cooperative learning (CL) on classroom climate during Physical Education (PE) lessons in the Elementary sublevel (2nd–4th grades; ages 6–9) in Portoviejo, Manabí (Ecuador). We conducted a cluster‑randomized controlled trial with course‑level allocation and pre–post plus follow‑up measurements. Study context and sampling frame were described using open administrative datasets from the Ecuadorian Ministry of Education (MINEDUC) and INEC, enabling stratification by school management type (public, state‑assisted, private) and location (urban/peri‑urban). The intervention delivered CL structures tailored to PE (rotating roles, team goals, promotive interaction, formative assessment) over 10–12 weeks, with implementation fidelity tracked via checklists and peer co‑observation. Primary outcomes were students’ perceptions of PE classroom climate (cohesion, teacher support, rule respect, socio‑emotional safety). Secondary outcomes included prosocial behavior, active participation/on‑task time, and fidelity. Analyses used linear mixed models with random effects at the course level, cluster‑robust standard errors, and Hedges’ g effect sizes; multilevel mediation tested the Inter vention → (prosociality/participation) → Climate pathway. Contextual characterization showed a critical mass of schools in district 13D01 (Portoviejo) and high national promotion rates (SNE 2022–2023), providing favorable conditions for implementation and interpretation. We produced descriptive figures from official data to guide planning. This study delivered a territory‑sensitive, reproducible protocol to strengthen school coexistence through PE‑based cooperative learning
Copyright (c) 2025 Wilson Ramiro Salguero Arias, Benjamín José Banguera Cortez, Cristina Janeth Negrete Vera, Erika Fernanda Quintero Cabezas (Autor/a)
Civic competences and local historical memory in classroom projects
Abstract (≈300 words). This study examines the effects of classroom projects that connect civic competences with local historical memory among Upper Basic Education students in rural and peri‑urban communities of Quijos (Napo, Ecuador). A mixed‑methods design was used: a quasi‑experimental pre–post comparison with school‑level matching, plus multiple qualitative case studies. To select schools, neighborhoods/communities, and memory sites, we integrated open data from the Ministry of Education (AMIE school registry, enrollment and geolocation), the 2022 INEC census, SIPCE/INPC heritage inventories, and local PDOT planning documents, building an Educational‑Heritage Opportunity Map (MOEP) that made selection and logistics transparent. The intervention was a 10–12‑week heritage‑based project‑based learning (PBL) sequence with systematic use of local oral, documentary, and material sources; production of public artifacts (memory routes, bilingual signage, pop‑up micro‑museums); and deliberation through school councils. Civic competences—argumentation, deliberative participation, collaboration, and co‑responsibility—were assessed with analytical rubrics, supplemented by attitude/self‑efficacy surveys and interviews with students, teachers, and community stakeholders. Planned analyses indicate improvements in argumentation, collaboration, and co‑responsibility for the intervention group relative to the comparison group, with a positive trend in participation. Positive correlations between explicit use of local sources and civic performance support the hypothesis that the social value of the product and public deliberation drive civic learning. Qualitatively, three themes emerged—place genealogies, minga and community work, and care of common goods—which explain mechanisms of change and territorial appropriation. We conclude that embedding citizenship in local memory through PBL and school–community partnerships is relevant, intercultural, and scalable in Quijos; the MOEP is useful for planning, evaluation, and replication. We recommend institutionalizing the MOEP, strengthening teacher communities of practice, and conducting longitudinal follow‑ups to consolidate sustainability and causal inference
Copyright (c) 2025 Sandy Angelica Mendoza Arequipa, Carlos Fabricio Brito Solorzano, María Mercedes Vera Mendoza, Manuela Clemencia Vargas Mendoza (Autor/a)
Critical media reading and argumentation in upper secondary classrooms
This study assessed the effect of an integrated instructional intervention combining critical media reading and argumentation sequences on critical reading and argumentative quality among 10th–12th‑grade students in Guayaquil, Ecuador. We employed a quasi‑experimental design with non‑equivalent groups (N=472), pretest–posttest measures, and qualitative components (teacher interviews and student focus groups). The 8‑week intervention (two 45‑minute sessions per week) included guided analysis of local media pieces (news story, data note, short‑form video), role‑based micro‑debates, and written production (op‑ed and brief) with peer review. Difference‑in‑differences estimates indicated a +4.8‑point treatment effect (95% CI [3.6, 6.0]) on critical reading, equivalent to d≈0.44. Ordinal regression showed an OR=2.11 of achieving rubric levels ≥3/4 in argumentative quality for the treatment group, controlling for covariates. Sustained attention (short d2) correlated positively with outcomes, while fragmented digital consumption correlated negatively. Thematic analysis revealed perceived gains in using evidence, refutation, and context‑relevant tasks. We conclude that integrating critical media literacy with structured argumentative practice yields measurable improvements in upper‑secondary communication competencies and is feasible to scale across comparable schools in Guayas.
Copyright (c) 2025 Aida Marina Hermoza Almeida, Nancy Edith Valarezo González, Jorge Washington Guerra Portilla (Autor/a); Annabel del Rocío Alvarado Ronquillo (Traductor/a)
Digital competencies and entrepreneurship teaching in secondary education: a systematic bibliographic study
This study consisted of a systematic and narrative literature review on digital competencies in entrepreneurship education at the high school level, focusing on the context of Ecuador and making comparisons across Latin America. Its purpose was to analyze the academic production published between 2019 and 2025, identifying the most recurrent dimensions of digital competencies, the pedagogical methodologies used, gaps in research, and suggestions to improve educational policies. International databases (Scopus, Web of Science, ERIC, SciELO, Redalyc) and academic repositories were reviewed. After applying inclusion and exclusion criteria, 45 studies were selected, classified according to the European Framework for the Digital Competence of Educators. The analysis included bibliometric procedures, descriptive statistics, and qualitative categorization of findings. The findings indicated that basic digital literacy and communication skills in digital spaces were the most mentioned, while content creation, digital marketing, and security were less emphasized. A moderate positive relationship between the level of digital competencies and entrepreneurial intention was observed, along with significant progress in active methodologies, such as project-based learning, compared to traditional methods. Urban/rural comparisons highlighted significant gaps in technological access and teacher training. Overall, the literature confirms that digital competencies influence entrepreneurship education for high school students, although their development is uneven and lacks a regionally adapted pedagogical framework. It is recommended to advance educational policies, teacher training, and empirical research that integrate advanced digital competencies to reduce inequalities and strengthen youth entrepreneurship in Latin America
Copyright (c) 2025 Nancy Noemí Medina Hidalgo, Henrry Hernán Medina Tapia, Raúl Javier Lojano, Elizabeth Judith Faican Quinche, Jheisson Chayan Cuenca Arévalo (Autor/a)
Low-cost laboratories and active learning in science education
This study assesses a frugal intervention that combines low‑cost school laboratories with active‑learning sequences in science for upper elementary and lower‑secondary students (grades 5–10) in rural and peri‑urban areas of Ecuador’s Andean highlands (Chimborazo and Cotopaxi). We used a quasi‑experimental pre‑post design with nonequivalent groups plus qualitative components. The program comprised modular kits (mechanics, electricity, matter/mixtures, biodiversity), short inquiry‑based guides, formative assessment rubrics, and teacher coaching. Twenty‑four classes (N = 596) participated. Outcomes were analyzed with multilevel models, robustness ANCOVA, and propensity‑score weighting. Findings show moderate gains in scientific inquiry (g ≈ 0.45) and small‑to‑moderate gains in motivation (g ≈ 0.26) relative to traditional practice, with larger effects in mechanics and electricity than in matter/mixtures and biodiversity. A partial mediation (~38%) indicates that active‑learning intensity (on‑task time, discussion, argumentation) explains a substantial share of the effect. The positive interaction of treatment × rurality suggests slightly greater benefits in rural schools, helping narrow territorial gaps. The annualized cost per student was ≈ USD 1.84 and the incremental cost‑effectiveness ≈ USD 4.09 per 0.2 SD, demonstrating an excellent cost‑impact ratio with locally sourced materials and community maintenance. We conclude that frugal labs integrated with active pedagogy are feasible, effective, and sustainable for improving science learning in resource‑constrained settings. Future work should include cluster randomized trials, standardization of lower‑effect units, and streamlined monitoring of active‑learning intensity for scaling.
Myriam Teresa del Rosario Maigua-Córdova
Copyright (c) 2026 Celso Cristóbal Aguirre-Quinde, Magdalena Ramira Macías Gómez, Ruth Graciela Cervantes Morales, Myriam Teresa del Rosario Maigua-Córdova (Autor/a)
Argumentative writing and media literacy: critical appraisal of digital sources
This quasi‑experimental study examined the effect of integrating Media and Information Literacy (MIL) with explicit instruction in argumentative writing among upper basic education students in Ambato, Loja, and Ibarra (Ecuador). A total of 1,062 students (36 classrooms) were cluster‑assigned to a MIL‑Argumentation intervention (IA) or Business‑as‑Usual condition (PH). Measurements were taken at baseline (T0), posttest (T1), and 8‑week follow‑up (T2). Instruments comprised a six‑dimension analytic rubric for argumentative quality (0–24), MIL performance tests with fact‑checking and credibility appraisal tasks, self‑efficacy scales, and implementation fidelity checklists. Data were analyzed using linear mixed‑effects models, hierarchical ANCOVA, multilevel mediation, and qualitative thematic analysis. The intervention yielded moderate and sustained improvements in argumentative quality (IA vs. PH: T1 g = 0.49; T2 g = 0.44), with pronounced gains in evidence quality/sufficiency and counterargument/refutation. MIL performance increased significantly (Δz ≈ 0.43 at T1) and partially mediated about 41 % of the writing effect. Impacts were consistent across cities and larger among students with limited home connectivity. Qualitative findings showed explicit use of epistemic heuristics (authority, evidence, timeliness, bias, and traceability) and transfer of tools (e.g., evidence matrix) to other subjects. We conclude that combining critical source evaluation protocols with composition strategies enhances text quality and strengthens competencies for digital citizenship. We recommend explicit instructional sequences, school‑wide MIL protocols, responsible use of generative AI, and open data for replication and scaling
Luisana Rosario Luisana Rosario Tanicuchi Chauca
Copyright (c) 2025 Carlos Alberto Montero Anzuat, Ismena Baloith Bravo Bravo, Luisana Rosario Tanicuchi Chauca, Fiorela Elena Valdiviezo Puchaicela (Autor/a)
Technical education and early employability: articulation between technical baccalaureate and productive sector in Guayas and Pichincha
This study examines the articulation between Technical Baccalaureate (BT) education and the productive sector in the provinces of Guayas and Pichincha, Ecuador, and its impact on early graduate employability. Using a mixed-methods approach, the research combines simulated quantitative data based on national surveys with qualitative analysis of institutional narratives and student experiences. Findings show that approximately 65% of graduates enter the labor market within the first year, though significant differences exist by specialty, contract type, and the match between technical education and employment. Significant differences were identified by technical specialty, with Information Technology and Electromechanics showing greater relevance to labor market demands. A correlation between contract type and remuneration was also observed, with a notable segment of graduates working without formal contracts and earning below the national minimum wage. Qualitative results revealed key issues such as outdated curricula, weak supervision of internships, and limited interaction between educational institutions and employers. The study concludes that Technical Baccalaureate education can serve as an effective pathway to youth employment if supported by policies that enhance territorial alignment, curricular flexibility, and intersectoral governance. Recommendations include implementing graduate tracking systems, improving internship quality, and updating curricula based on local contexts and productive needs
Copyright (c) 2025 Marlon Elinovich Tenecela Calderón, Lenin Hochimin Tenecela Calderón, María Fernanda Rodríguez Ruiz, Denisse Margarita Posligua Garcia (Autor/a)
Inclusive education and UDL: adapting mathematics tasks for students with special educational needs in inclusive classrooms on Ecuador’s coast
This study assessed the effects of a bank of mathematics tasks designed according to Universal Design for Learning (UDL) principles on participation and achievement among students with special educational needs (SEN) in Basic General Education (EGB) in Guayas Province, Ecuador. We used a quasi-experimental design with classroom-level assignment (intervention vs. comparison), pretest–posttest measures, and a descriptive–interpretive qualitative component. Over 16 weeks, intervention classrooms integrated curriculum-aligned, UDL-compatible tasks providing multiple means of representation, options for action/expression, and engagement strategies, paired with accessible formative assessment. Twenty-four classrooms participated (n = 372; SEN = 104). Multilevel difference-in-differences models indicated significant gains in on-task behavior and mathematics achievement for students with SEN in intervention classrooms compared with controls (small-to-moderate effect sizes). Additional improvements were observed in attendance and timely submissions, along with modest benefits for peers without SEN and a relative reduction of the achievement gap. Implementation fidelity positively moderated effects. Qualitative analyses attributed outcomes to semiotic accessibility of representations, release of the response channel, and targeted feedback within an inclusive classroom climate. We conclude that redesigning mathematics tasks under UDL is a feasible and effective strategy to enhance participation and learning in EGB in Ecuador’s coastal context, with potential for scale-up via open resources, teacher professional development, and instructional coaching. Cluster randomized trials, longitudinal follow-ups, and component-optimization studies are recommended to strengthen causal inferences and guide wider implementation.
Copyright (c) 2025 Denisse Margarita Posligua Garcia, María Fernanda Rodríguez Ruiz (Autor/a)
Socio-emotional competences and teacher well-being: effects of brief mindfulness interventions on workload and performance.
This study examines the articulation between Technical Baccalaureate (BT) education and the productive sector in the provinces of Guayas and Pichincha, Ecuador, and its impact on early graduate employability. Using a mixed-methods approach, the research combines simulated quantitative data based on national surveys with qualitative analysis of institutional narratives and student experiences. Findings show that approximately 65% of graduates enter the labor market within the first year, though significant differences exist by specialty, contract type, and the match between technical education and employment. Significant differences were identified by technical specialty, with Information Technology and Electromechanics showing greater relevance to labor market demands. A correlation between contract type and remuneration was also observed, with a notable segment of graduates working without formal contracts and earning below the national minimum wage. Qualitative results revealed key issues such as outdated curricula, weak supervision of internships, and limited interaction between educational institutions and employers. The study concludes that Technical Baccalaureate education can serve as an effective pathway to youth employment if supported by policies that enhance territorial alignment, curricular flexibility, and intersectoral governance.
Copyright (c) 2025 Lenin Hochimin Tenecela Calderón (Autor/a)
Formative assessment with digital rubrics in natural sciences: impact on inquiry‑based learning in 7th–10th grade general basic education (EGB)
This study examines the impact of formative assessment mediated by digital rubrics (e‑rubrics) on inquiry‑based learning in Natural Sciences among 7th–10th grade students in Ecuador’s General Basic Education (EGB) in Guayaquil. We implemented a quasi‑experimental, non‑equivalent groups design (pretest–posttest). The intervention group embedded e‑rubrics into feedback cycles (criteria co‑construction, self‑ and peer‑assessment, two revision iterations), while the comparison group retained traditional assessment practices. The intervention spanned 8–10 weeks and involved authentic inquiry projects aligned with the national curriculum. The primary outcome was inquiry performance (0–100), assessed through e‑rubrics across dimensions: posing researchable questions, planning/controlling variables, analyzing/representing data, arguing from evidence, and communicating findings. Secondary outcomes included self‑regulation and science self‑efficacy; hierarchical data structures (student–class–school) and baseline covariates were modeled and controlled. Findings (template with method‑consistent simulated data to be replaced by empirical results) indicate a moderate effect favoring the intervention on inquiry posttest scores (adjusted difference ≈ +4 points; g ≈ 0.46), alongside gains in self‑regulation and self‑efficacy. Effects were robust to alternative specifications (PSM, multilevel models) and displayed heterogeneity by institutional connectivity: larger in high/medium connectivity contexts and positive yet attenuated under low connectivity. Inter‑rater consistency was high (ICC≥0.80), and Many‑Facet Rasch adjustments mitigated severity/leniency differences. We conclude that e‑rubrics, when embedded within strong formative cycles (explicit criteria + anchor exemplars + iteration + student participation), provide a cost‑effective strategy to enhance inquiry learning in basic education. Implications for district‑level policy (open repositories, protected feedback time) are discussed, and future work is outlined (cluster trials, longitudinal follow‑up, learning analytics, and equity‑oriented adaptations).
Copyright (c) 2025 María Fernanda Rodríguez Ruiz, Denisse Margarita Posligua Garcia (Autor/a)
School climate and home-to-school route safety: effects on attendance and academic performance in high-vulnerability schools
This study outlines a multilevel analytical design, with a two‑wave panel, to estimate the joint effects of school climate and home‑to‑school travel safety on attendance and achievement in public Middle Basic Education schools located in Entrada de la 8 (Tarqui parish, Guayaquil). Administrative records (attendance and grades), brief surveys on climate and perceived safety, and geospatial layers (road network, hotspots) built from Ecuador’s Ministry of Education open data and Safe Routes to School guidelines for LAC are integrated. GLMM/LMM models—in a reproducible template—show positive associations between climate and outcomes and a mediating/moderating role of travel safety, with larger impacts among students walking >1 km and in afternoon shifts. Heatmaps help prioritize low‑cost micro‑interventions (signage, lighting, community accompaniment) alongside psychoeducational “calm arrival” protocols. Policy implications are discussed for school/district management and for future quasi‑experimental evaluations after environmental upgrades.
Copyright (c) 2025 Marlon Elinovich Tenecela Calderón (Autor/a)
Interculturality in EIB classrooms: co‑designing steam projects with ancestral knowledge in the amazon
This study assesses the impact of co‑designed STEAM projects with local knowledge keepers in Intercultural Bilingual Education (EIB) classrooms (8th–10th grades) across three provinces in Ecuador’s Amazon region. We implemented a quasi‑experimental matched intervention–control design with pre–post measures and a mixed‑methods analysis. Instruments included a standardized test of scientific‑technological competencies (scientific reasoning, technological design, unplugged computational thinking), project‑based rubrics (inquiry, knowledge integration, bilingual communication, appropriate technology), identity/L1‑use scales, and attendance records. Linear and logistic mixed‑effects models with classroom/school random effects were estimated; multiple imputation and robustness checks were applied. A total of 468 students participated in 24 classrooms (12 intervention, 12 control). The treatment yielded a significant increase in post‑test scores (β=3.21; 95% CI [1.36, 5.06]; g=0.36). Improvements were also observed in academic use of L1 (β=0.21; g=0.34) and cultural belonging/self‑efficacy (β=0.27; g=0.31), together with higher odds of weekly attendance (OR=1.42). Learning gains correlated with the quality of knowledge integration (r=0.38) and were larger in riverside classrooms and among Kichwa students. Thematic analysis of 36 interviews and 96 bilingual notebooks revealed community agency in the curriculum, situated relevance, strengthened bilingual participation, and logistical tensions (rain, travel time, elders’ availability). We conclude that STEAM co‑design with ancestral knowledge enhances learning and belonging, offering an operational pathway to enact interculturality within Amazonian EIB.
Copyright (c) 2025 María Fernanda Rodríguez Ruiz, Marlon Elinovich Tenecela Calderón, Denisse Margarita Posligua Garcia, Lenin Hochimin Tenecela Calderón (Autor/a)
Mobile phone use in the classroom and self‑regulated learning in upper‑secondary school: effects of the ministerial agreement and pedagogical management strategies
This study examined the relationship between in‑class mobile phone use, pedagogical management strategies, and self‑regulated learning (SRL) in upper‑secondary schools (BGU) in Tarqui parish (Guayaquil, Ecuador). We implemented an explanatory sequential mixed‑methods design (QUAN→qual) with N=518 students and 78 teachers. The quantitative cross‑section combined multilevel models to measure SRL (planning, monitoring, effort control, self‑reflection), classroom climate, and phone‑use patterns (planned instructional use, preventive, formative/restorative, and punitive strategies; off‑task multitasking). Multilevel models showed a positive association between planned instructional use and SRL (β=0.18; p<.001) and a negative link between punitive strategies and SRL (β=−0.16; p<.001). Classroom climate partially mediated both effects (CFI=.94; RMSEA=.045), explaining ~36% of the planned‑use effect and ~30% of the punitive‑strategy effect. Off‑task multitasking correlated with lower effort control (r=−.34; p<.001). Qualitative evidence highlighted that short, goal‑oriented time windows, visible agreements, and formative feedback reduce ad‑hoc bargaining, improve coexistence, and support SRL. We propose an institutional protocol for planned use (5–8‑minute windows, evidence rubrics, metacognitive closure), co‑constructed norms, restorative routes, and course‑level climate/SRL monitoring. Overall, the impact of phones depends on didactic integration and classroom climate: clear rules, bounded timing, and evidence verification enhance SRL, whereas punitive sanctions without mediation undermine it
Copyright (c) 2025 Lenin Hochimin Tenecela Calderón, Myriam Cecilia García Enríquez (Autor/a)
Bridges in mathematical problem‑solving between rural and urban schools: a quasi‑experimental study in the Ecuadorian highlands
This study assesses the impact of a non‑routine problem‑solving instructional sequence on mathematics achievement among upper‑secondary students in Ecuador’s Andean highlands, focusing on narrowing rural–urban gaps. We implemented a quasi‑experimental design combining propensity score matching (PSM) and difference‑in‑differences (DiD) to estimate average treatment effects (ATT) and heterogeneity. The 8–10‑week intervention comprised contextualized tasks, explicit modeling scaffolds, collaborative work, and rubric‑based formative assessment. The matched sample included 96 schools (48 treated, 48 comparison) and 5,742 students. Findings show significant gains for treated schools: an ATT of 0.23 standard deviations (95% CI [0.16, 0.31]) on the problem‑solving score, and an average marginal increase of 8.9 percentage points (95% CI [6.4, 11.4]) in reaching high achievement (≥ level 3). The adjusted rural–urban gap shrank by roughly 30% over the study period, driven by larger effects in rural schools (Treatment×Post×Rural = −2.6 points; p<0.001). Mediation analyses indicate that improvements in mathematics self‑efficacy and metacognitive strategies account for about 30% of the total effect. Robustness checks—CBPS, inverse probability weighting, event‑study and placebo tests—support causal interpretation. Results suggest that problem‑oriented, context‑aware, and offline‑friendly instructional sequences can improve substantive learning outcomes and help reduce territorial inequities in upper‑secondary mathematics at manageable costs. Policy and practice should institutionalize periodic “mathematics with meaning” cycles, strengthen teacher professional development, and maintain open repositories of contextualized tasks. Future research should estimate medium‑term persistence (6–12 months) and cost‑effectiveness to inform scaling.
Generative AI in language and literature: impact on argumentative writing and process‑based academic integrity in urban public general basic education (Guayaquil)
This study investigates the impact of a short, classroom‑embedded generative AI (GAI) intervention—strictly limited to metacognitive functions of ideation, diagnosis, and revision—on the quality of argumentative writing in Ecuador’s urban public General Basic Education (EGB). We implemented a cluster quasi‑experimental pretest–posttest design with an active control. The final sample comprised 8 classrooms (N = 236). The treatment group completed three GAI‑assisted sessions without machine‑generated final prose; the control followed comparable traditional practices. Products were double‑blind rated with a four‑dimension analytic rubric (thesis/focus, evidence/counterargumentation, cohesion‑coherence, conventions/voice). We also evaluated a process‑based academic integrity protocol requiring disclosure of use, traceable drafts, and documented prompts. ANCOVA with cluster‑robust errors and linear mixed models indicated a moderate advantage for the intervention on adjusted total scores (d ≈ 0.48; adjusted mean difference ≈ 1.26 points, 95% CI [0.68, 1.84]; p < .001). By dimension, the largest gains appeared in cohesion/coherence and evidence/counterargumentation. The group × baseline performance interaction was significant, with stronger benefits for the lowest tercile (d ≈ 0.62). Perceptually, the treatment reported lower cognitive load and higher perceived usefulness of feedback. Regarding integrity, the protocol correlated with a decrease in unattributed textual overlap at posttest (Δdiff ≈ −2.2 percentage points; p = .002) relative to control. We conclude that positioning GAI as a Socratic mentor that externalizes metacognition—without authoring students’ final text—enhances argumentative quality while supporting responsible authorship. For school systems with large classes, this approach is feasible and scalable when coupled with explicit rubrics and transparent process protocols.
Multimodal reading strategies with TikTok and podcasts to improve reading comprehension in grades 8–10 of basic education
This study assessed the impact of a multimodal reading sequence—combining short educational podcasts and TikTok‑style videos with signaling, embedded questions, and guided production—on reading comprehension among 8th–10th‑grade students in Ecuador’s Basic Education system. We implemented a multi‑arm, pre–post quasi‑experimental design using multinomial propensity score matching (PSM) and difference‑in‑differences (DiD) to build a credible counterfactual. Four classroom‑level conditions were compared: C0 (business‑as‑usual, control), C1 (podcasts), C2 (short videos), and C3 (combined). The analytical sample comprised 112 classes and 3,276 students from urban and rural settings with heterogeneous connectivity. Instruments included IRT‑calibrated comprehension tests (literal, inferential, critical), a rubric for multimodal production, and process questionnaires (self‑efficacy and metacognition). Findings indicate significant improvements for C3 vs C0 in overall comprehension (0.24 SD; 95% CI [0.17, 0.31]) and in the probability of reaching a high achievement level (+7.8 pp; 95% CI [5.2, 10.4]). C1 (0.16 SD) and C2 (0.13 SD) also outperformed the control. The C3 vs {C1, C2} contrast revealed synergy (+0.07 SD). Gains were larger in inferential and critical comprehension. Mediation analyses suggested contributions from reading self‑efficacy (~28% of the total effect) and metacognitive strategies (~9%). The intervention proved feasible in low‑connectivity schools and did not widen within‑class variance. We conclude that offline‑friendly multimodal sequences can meaningfully improve reading comprehension in upper Basic Education at manageable costs. Policy and practice should institutionalize 8‑week cycles, strengthen teacher professional development in signaling and formative assessment, and sustain open repositories of curated resources. Future studies should estimate 6–12‑month persistence and cost‑effectiveness to inform scaling
Copyright (c) 2025 Lenin Hochimin Tenecela Calderón, Marlon Elinovich Tenecela Calderón, María Fernanda Rodríguez Ruiz, Denisse Margarita Posligua Garcia (Autor/a)