Horizonte Cientifico International Journal
Horizonte Científico International Journal (HCIJ), edited and published by Sapiens Ediciones, is an international, multidisciplinary, peer-reviewed scientific journal dedicated to the dissemination, analysis, and innovation across various fields of knowledge. Founded in January 2023, HCIJ maintains a biannual publication frequency, establishing itself as a rigorous academic platform that promotes the publication of relevant research related to science, technology, education, health, the environment, engineering, and other emerging fields. The primary objective of HCIJ is to foster the generation of scientific knowledge that contributes to innovation and transformation in diverse academic and professional contexts, supporting researchers, educators, specialists, and developers interested in advancing knowledge from a global and transdisciplinary perspective. The journal welcomes original contributions from authors around the world, including research articles, case studies, critical reviews, and analyses of contemporary scientific and technological developments. HCIJ actively promotes collaborative and interdisciplinary work, as well as open academic exchange, as pathways to enrich the advancement of knowledge. Furthermore, it adopts an open-access policy, ensuring that all its contents are freely available, thereby guaranteeing unrestricted access to scientific output.
Horizonte Científico International Journal publishes its content under the Creative Commons Attribution 4.0 International License (CC BY 4.0). The work may be shared and adapted for any purpose provided that appropriate credit is given, a link to the license is provided, and changes are indicated. License: https://creativecommons.org/licenses/by/4.0/
OntoSecU: An ontology‑based framework for proactive vulnerability management in Ecuadorian universities through semantic integration of Nmap, Nessus, and Shodan
The objective of the article is to present OntoSecU: An ontological framework that semantically integrates findings from Nmap, Nessus, and Shodan with standardized catalogs (CVE, CWE, CPE, NVD) and the CISA KEV list, to prioritize the remediation of vulnerabilities in an explainable manner within an Ecuadorian higher education institution. This article directly derives from the master's thesis of Eng. Bolívar Ramos and presents as novel contributions: (a) an updated synthesis of the state of the art on ontologies in cybersecurity; (b) clear formalization of prioritization rules with operational examples; (c) an expanded comparative discussion with recent literature; and (d) specific projections for the Ecuadorian university context. Methods: an applied design combined ontology engineering (OWL, SHACL, SPARQL), data-normalization pipelines, and rule-based prioritization. The empirical assessment corresponds exclusively to a validation of acceptability and explainability via a Likert-type questionnaire applied to an institutional expert panel (n=5), without operational impact metrics. Results: all ten items achieved specific acceptance percentages at the highest agreement level (Likert=5): Item 1 (80%), Item 2 (100%), Item 3 (80%), Item 4 (100%), Item 5 (80%), Item 6 (100%), Item 7 (80%), Item 8 (100%), Item 9 (80%), Item 10 (100%). The median was Me=5 for all items, indicating expert acceptance in constructs such as usefulness, explainability, centralized visibility, semantic integration, rule-engine suitability, and dashboard usability. This level of evidence corresponds to prototype acceptance/explainability validation, not to operational impact assessment. Conclusions: OntoSecU shows conceptual feasibility and perceived utility for the Ecuadorian university context, offering shared semantics, validations, and reproducible queries that enable traceability and auditability. A longitudinal phase with real telemetry is proposed to quantify operational impact and consolidate data-and-rules governance.
Copyright (c) 2026 Myriam Cecilia García-Enríquez, Bolívar Ramos-Mosquera, Irwin Alfredo Fernández-Avilés (Autor/a) https://creativecommons.org/licenses/by/4.0
Innovation of the Apostille Service at Ecuador’s Ministry of Foreign Affairs and Human Mobility
This study assesses the impact of implementing a fully electronic apostille (e apostille) at Ecuador’s Ministry of Foreign Affairs and Human Mobility. A mixed methods, quasi experimental design compared baseline metrics from the in person process with a three iteration electronic pilot. We measured cycle time, user and administrative costs, error/rework rates, digital channel adoption, and user experience (SUS, NPS). The solution integrates document capture and validation, online payments, issuance with electronic signatures and trusted timestamps, and public verification via QR/canonical URL. Pilot results (illustrative figures) indicate significant reductions in cycle time (–75%), total user cost (–62%), and error rates (–62%), alongside improvements in usability (SUS +19) and satisfaction (NPS +35). We discuss alignment with international digital government frameworks (OECD/IDB), lessons from regional e APP implementations, and security requirements (PKI, signature policies, auditing). Main limitations include early adopter bias and seasonality; we propose nationwide scaling, stronger interoperability and accessibility measures, and a research agenda centred on A/B experimentation and causal impact evaluation. We conclude that the e apostille represents a high public value innovation delivering measurable benefits for citizens and government, while enabling technology reuse across consular and notarial services.
Copyright (c) 2024 Myriam Cecilia García Enríquez, Ronald Alfredo Barriga Diaz (Autor/a) https://creativecommons.org/licenses/by/4.0
Bio-Arte Yantzaza: Creative Recycling and Environmental Learning, an Educational Experience in the Ecuadorian Amazon
The project Bio-Arte Yantzaza: Creative Recycling and Environmental Learning, an Educational Experience in the Ecuadorian Amazon aimed to analyze the impact of integrating paper recycling practices and the use of natural pigments on strengthening environmental awareness and cultural identity among middle and high school students. The research was conducted in educational institutions in Yantzaza, Zamora Chinchipe Province, Ecuador, between May and July 2025. A qualitative methodology with an ethnographic and participatory approach was applied. Data were collected through direct observation, semi-structured interviews, content analysis of artistic works, and audiovisual records. The results showed that the production of recycled handmade paper and its subsequent use as a pictorial medium promoted meaningful learning, pro-environmental attitudes, and a stronger sense of belonging to the Amazonian environment. In addition, the use of natural dyes enabled the recovery of ancestral knowledge and reinforced local cultural memory. Identified limitations included resource constraints and variability in students’ technical skills. In conclusion, creative recycling is an effective pedagogical tool for environmental education in Amazonian contexts. The study provides evidence of the relevance of interdisciplinary methodologies that integrate art, science, and culture, and highlights the need to replicate and adapt this model in other communities.
Copyright (c) 2025 Fátima Narcisa Herrera González, Clater Alejandra Ramón Ordóñez (Autor/a) https://creativecommons.org/licenses/by/4.0
Emergent literacy and its relationship with the family environment in Preparatory-level children: a case study in urban-marginal areas of Guayaquil
This study examines the relationship between emergent literacy and the family environment in Preparatoria-level children from Parroquia Ximena, Guayaquil (Ecuador), an urban-marginal area marked by social vulnerability. A mixed-methods approach with a qualitative emphasis was applied to assess 60 children and their families through standardized scales, semi-structured interviews, and non-participant observations. Quantitative findings revealed positive correlations between parental education, availability of children’s books, and shared reading frequency with key indicators such as letter recognition and phonological awareness. Qualitative analysis highlighted the influence of parental educational beliefs, communicative routines, and household material conditions on emergent literacy development. Structural barriers limiting school engagement were also identified. The study concludes that strengthening school-family partnerships through culturally contextualized family literacy programs is essential to promote equitable learning in early childhood education.
Copyright (c) 2025 Yessica Beiruth Patiño Guzmán, Lourdes Beatriz Sarmiento Chávez, Lorena del Rosario Yong Torres, Teonila Frida Merchán Chávez (Autor/a) https://creativecommons.org/licenses/by/4.0
Mathematical modeling of local problems: impact on reasoning and transfer
This study examines the effect of a local-problem, model-eliciting instructional sequence on mathematical reasoning and transfer among lower-secondary students in Guayaquil, Ecuador. We employed a quasi-experimental cluster design with MEAs and control groups, pretest–posttest measures, and follow-up. The intervention combined context-rich tasks using open data, metacognitive scaffolding with modeling logs, and formative assessment using analytic rubrics. Primary outcomes were (a) latent scores on a Mathematical Reasoning Test (PRM) calibrated through IRT, and (b) a transfer index (success on near and far transfer tasks). The final sample comprised n = 889 students across 30 classes. A multilevel ANCOVA (controlling for pretest and covariates) indicated a significant intervention effect on reasoning (β = 0.24, SE = 0.05, p < .001; d ≈ 0.38). Multilevel logistic models for transfer showed absolute increases of +10.7 percentage points (near; OR = 1.63, 95% CI [1.32, 2.02]) and +12.3 points (far; OR = 1.88, 95% CI [1.45, 2.44]). At follow-up, effects persisted with attenuation (β = 0.18; +9.6 points for far transfer). We observed improvements in argument quality and multiple representations, with an average implementation fidelity of 0.83. Findings indicate that territory-anchored mathematical modeling strengthens reasoning and enables transfer to novel contexts, with scaling feasibility across public and subsidized schools. We recommend institutionalizing MEAs as signature tasks in units on proportional reasoning, functions, and data analysis; adopting rubrics and formative feedback; and sustaining spaced practice to consolidate gains. Methodological transparency (IRT, HLM, DiD) and open data foster replicability and policy uptake.
Copyright (c) 2025 Celso Cristóbal Aguirre Quinde, Ana María Pozo Mejía, Carmen Amanda Robayo Gonzalez, Daniel Fernando Rodríguez Vallejo (Autor/a) https://creativecommons.org/licenses/by/4.0
The ethics as the axis for the use of artificial intelligence in the educational processes of contemporary Ecuador
This study conducted a comparative, mixed‑methods analysis of ethical AI use in upper‑secondary education in Ecuador, contrasting Quito and Guayaquil. We combined open datasets from the Ministry of Education (MINEDUC), ARCOTEL, and municipal geoportals to characterize digital infrastructure and local connectivity; we complemented these with primary instruments (surveys, an edtech infrastructure inventory, and a lightweight algorithmic audit) and qualitative interviews. The observation window covered the 2023–2026 school years across both academic regimes. Findings indicated differential connectivity patterns (greater reliance on fixed access in Quito and mobile dynamism in Guayaquil) and a positive association between data governance and AI ethics literacy, alongside fewer privacy incidents where explicit protocols (consent, data minimization, traceability) were in place. Prototype tasks assessed fairness metrics (demographic parity, equality of opportunity, and equalized odds), revealing larger gaps for students with disabilities and low‑cost, post‑hoc mitigations in terms of accuracy. The discussion framed these results as situated ethics, emphasizing the alignment of stable infrastructure, school‑level governance, and critical literacy as prerequisites for responsible pedagogical AI. Policy and management recommendations included minimum AI protocols, periodic audits, targeted connectivity investments, and teacher training, together with research avenues such as longitudinal panels, implementation trials, and participatory audits.
Copyright (c) 2025 Edwin Guillermo Guamán Tonato, Mónica de las Mercedes Armas Cajas, Edison Paúl Aimacaña Crespata, María Olimpia Aimacaña Crespata (Autor/a) https://creativecommons.org/licenses/by/4.0
Genre-based writing and the progression of textual competence in basiceducation middle grades
This study examined the genre‑based progression of writing competence from 5th to 7th grades of Ecuador’s Basic Education across contrasting settings: Guayas (coastal, more urban) and Chimborazo/Cotopaxi (Andean, more rural/indigenous). We employed an explanatory sequential mixed‑methods design (QUAN→qual) combining: (i) primary sampling of authentic student texts in four school genres (narrative, news report, description, procedural/instruction), scored with analytic rubrics (α/κ ≥ 0.70; metric invariance across provinces); (ii) extraction of NLP metrics (lexical density, T‑unit length, referential cohesion, connectives); and (iii) linkage with open data (SEST‑INEVAL grade‑7 scores; AMIE; H3/OSM/WorldPop/VIIRS). Analyses included multilevel models (student–section–school), Genre Progression Index (GPI) estimates, and school‑level correlations with SEST. Findings indicate a substantive 5th→7th progression that varies by genre, with steeper gradients in news and procedural writing. Guayas shows a relative advantage in news (higher GPI and grade slope), tied to improvements in inverted‑pyramid structure, lead quality, and source use; the Andean sample displays qualitative strengths in register and audience alignment. NLP metrics partially mediate the grade effect (indirect β ≈ 0.06), adding sensitivity to textual complexity. At the school level, news writing (grade‑7) is the strongest predictor of SEST Language & Literature (β ≈ 0.31), followed by procedural writing (β ≈ 0.24). Robustness held under design weights, multiple imputation, and alternative specifications. We conclude that genre‑based instruction—making macrostructure and cohesion explicit through mentor texts and formative feedback—accelerates writing development. We recommend hybrid sequences (deconstruction→joint writing→independent writing), emphasis on news/procedural genres, and low‑cost kits (templates and open rubrics) prioritizing rural and EIB contexts. The open‑data package (anonymized microdata, scripts, JSON‑LD metadata) enables replication, auditing, and responsible scaling
Copyright (c) 2025 Fernando Alexi Vinueza Echeverría, Nancy Cecilia Loarte Valle, Carmen Nelly Loarte Valle, Marcia Lucía Delgado Yépez (Autor/a) https://creativecommons.org/licenses/by/4.0
Formative Assessment with Analytic Rubrics in Problem Solving
This study examined the impact of formative assessment with analytic rubrics on problem solving in upper‑primary education (EGB‑S) in Quito, Ecuador. We used a quasi‑experimental nonequivalent groups design with pretest–posttest and follow‑up across 48 classrooms in grades 8–10 (N = 1,396). The intervention entailed a five‑dimension analytic rubric (comprehension, planning, modelling, justification, verification) embedded in short feedback cycles (≤ 1 week) that included self‑ and peer‑assessment. The comparison condition completed similar tasks without explicit formative rubrics. Outcome measures comprised task performance, implementation fidelity indicators, and a brief self‑regulated learning inventory. ANCOVA with robust errors and baseline controls indicated a significant, moderate intervention effect on posttest scores (β = 6.08; p < .001; g = 0.45; 95% CI [0.36, 0.54]), corroborated by multilevel models (γ = 5.61; p < .001). Gains were larger in justification (g = 0.51) and verification (g = 0.54). The rubric displayed adequate reliability (ICC ≥ .75; α/ω = .78–.86) and construct validity (CFI = .957; RMSEA = .045). A mediation analysis suggested that approximately 17% of the total effect operated through increases in self‑regulation. Effects were larger in 10th grade and in classrooms with high implementation fidelity. We conclude that analytic rubrics used for formative purposes enhance learning on high‑cognitive‑demand tasks, strengthen actionable feedback and self‑regulation processes, and provide a scalable, low‑cost route to operationalize the curriculum in Quito. Future work should prioritise cluster‑randomised trials, cost‑effectiveness analyses, and cross‑disciplinary extensions to estimate effect persistence and transfer.
Byron Orlando Lara Jerez Byron Orlando Lara Jerez
Copyright (c) 2025 Mirian Rosana De la Cruz Cruz, Byron Orlando Lara Jerez, Marcelo Ernesto Lara Jerez, Ana Mireya Mafla Álvarez, Enma Magaly Almeida Ramos (Autor/a) https://creativecommons.org/licenses/by/4.0
Competency‑based academic writing in upper secondary (BGU): from draft to publication
To evaluate the impact of a competency‑based academic writing pathway—guided planning, iterative drafts, rubric‑based formative assessment, and basic editorial preparation—on writing performance and self‑regulation among Upper Secondary (BGU) students in the Galápagos. Quasi‑experimental design with nonequivalent groups (24 classes; n = 782) and T0–T1 measurements (optional T2). We combined open MINEDUC datasets, administrative records (Carmenta), and classroom writing products (versioning and feedback traces). Analyses included difference‑in‑differences and multilevel linear models (GLMM), multilevel mediation via peer/self‑assessment participation, and qualitative triangulation from interviews and comments.The Treatment×Time interaction was ≈ +5.2 points (0–100), with Hedges’ d ≈ 0.46. Larger gains were observed in evidence/citation and rhetorical organization. Full compliance with editorial conventions (APA/IMRaD) increased with OR ≈ 3.1. Self‑regulation improved by 0.26 SD (standardized DiD). Participation in peer/self‑assessment showed partial mediation (standardized indirect effect ≈ 0.12). Effects were consistent across grades and gender, with stronger benefits for the lowest baseline tercile. Qualitative evidence supported rubric‑driven expectation alignment and authorship agency linked to school publication. The “draft‑to‑publication” pathway yields educationally meaningful, transferable improvements in Upper Secondary, especially in higher‑order criteria and the adoption of editorial standards. Institutionalization of scheduled drafting cycles, shared rubrics, and school dissemination channels is recommended. The model integrates process metrics (feedback density/focus, substantial‑revision rate) with reproducible multilevel analysis, offering a feasible route for real‑world evaluations.
Wuilo Geovanny Wuilo Geovanny Valverde Narvaez
Copyright (c) 2025 Carmen Virginia Chico Castro , Wuilo Geovanny Valverde Narvaez, Enrique Segundo Maroto Balseca, Marcia Viviana Paucar Taco (Autor/a) https://creativecommons.org/licenses/by/4.0
Symbolic play and language acquisition: effects on early phonologicalawareness
This study investigated, among 4–6‑year‑old children from Ecuador’s Central Andean highlands (Chimborazo, Imbabura) and Amazonia (Pastaza, Morona Santiago), the association between symbolic play quality and phonological awareness (PA) across Spanish‑medium and Intercultural Bilingual Education (EIB) classrooms. We used an explanatory sequential mixed‑methods design (QUAN→qual), combining primary data with open‑data layers (H3 geospatial tiling, OSM road network, WorldPop density, VIIRS night‑lights, and school records) under FAIR principles. The sample comprised n = 948 students from 48 schools. Exposure was operationalized through a four‑domain Symbolic Play Index (SPI) (frequency, role/plot richness, teacher scaffolding, child participation); PA was assessed with rhyme/alliteration, syllable segmentation, and phoneme manipulation subscales, showing metric invariance between EIB and non‑EIB groups. Multilevel models (three levels) adjusted for age, receptive vocabulary, sex, and context covariates derived from open data. The SPI was positively associated with composite PA (β_est = 0.28; p < .001), with stronger effects in EIB settings (SPI×EIB > 0) and rural contexts (SPI×rurality > 0). The largest slopes emerged for syllable segmentation and phoneme manipulation. In domain‑simultaneous models, teacher scaffolding and role/plot richness retained independent associations. Robustness checks (HC3, Bayesian) and multiple imputation supported these findings. Qualitative analyses illuminated mechanisms via prosodic highlighting, metalinguistic‑demanding scripts, and situated translanguaging. We conclude that not all play yields equal gains: scaffolding quality and script richness are pivotal, particularly in EIB and rural schools. The open‑data strategy and reproducible pipeline enable auditing and scaling. We recommend institutionalizing hybrid sequences (play + explicit phonological instruction), strengthening teacher training in prosodic highlighting, and developing equivalent Spanish–Kichwa bilingual resources.
Copyright (c) 2026 Gabriela Raquel Rivera-Toro, Anita María González-Yagual, Mónica Cecilia Shiguango-Dahua, Rosa Katiusca Castro-Briones (Autor/a) https://creativecommons.org/licenses/by/4.0
Digital literacy in Ecuadorian basic education: an implementation analysis in rural public schools (2020–2024)
This study examined the implementation of digital literacy in rural public schools serving the Upper Sublevel of Basic Education (EGB) in Ecuador’s Guayas province between 2020 and 2024. We employed an explanatory sequential mixed‑methods design combining national household microdata (ENEMDU‑ICT), administrative school records on connectivity and device provision, standardized student performance tasks (verified search, multimodal synthesis, and digital citizenship/safety), and qualitative evidence (interviews, focus groups, and classroom observations). The sample comprised 24 schools (≈720 students, 120 teachers). Quantitative analyses used multilevel linear models, logistic regressions, household‑connectivity moderation, and partial mediation via meaningful pedagogical use; the qualitative phase followed a reflexive thematic analysis. Findings revealed sustained increases in home internet access and device availability among rural households with school‑age children, together with marked heterogeneity across schools in effective bandwidth and student‑to‑device ratios. School infrastructure (standardized index), household connectivity, and meaningful pedagogical use were positively associated with digital performance (β≈0.11–0.23), with stronger effects for verified search and multimodal synthesis (d≈0.30–0.38). We observed moderation of the infrastructure effect by household connectivity (βint=0.09) and partial mediation of teacher training through pedagogical use (indirect effect=0.042; 95% CI: 0.015–0.079). Qualitative evidence clarified mechanisms linked to verification‑oriented teaching, production with real audiences, and school‑level connectivity management. We conclude that digital literacy advances when minimum infrastructure thresholds (≤3 students per device; ≥10 Mbps per classroom; ≥90% stability), situated teacher development, and authentic, intermittency‑tolerant tasks converge. Policies should strengthen school‑home‑community articulation, embed digital citizenship and well‑being more explicitly in the curriculum, and scale network‑management strategies and local repositories. The study contributes open data and scripts, verifiable operational thresholds, and testable hypotheses for future quasi‑experimental evaluations.
Copyright (c) 2025 Catalina de Fatima Quizhpe Morocho, Francisco Javier Montenegro Ruiz, Mayra Elizabeth Suquillo Narváez, Gladys Apolonia León Álava (Autor/a) https://creativecommons.org/licenses/by/4.0
Ethics of artificial intelligence use: challenges and good practices for educational development in Ecuador
This study examines the integration of artificial intelligence (AI) in upper‑secondary schools (BGU) in Tarqui Parish, Guayaquil, through applied ethics and education policy. Over one semester, an ethical‑governance package—privacy‑by‑design, educational algorithmic impact assessment (EIA‑E), meaningful human oversight, transparency, and critical AI literacy—was deployed in Mathematics and Language classrooms. A mixed quasi‑experimental design combined difference‑in‑differences with multilevel models and an explanatory qualitative component. The sample comprised 96 classrooms (n = 2,984 students), with baseline anchored to national standardized microdata. Findings show moderate gains in achievement (0.22 SD in Mathematics; 0.17 SD in Language), narrower socioeconomic gaps (up to 0.20 SD in Mathematics), and compliance with ethical indicators (privacy incidents <1/1000 sessions; parity ≥0.91). Optimal weekly use ranged between 90–130 minutes, with diminishing returns beyond ~150 minutes. Connectivity shaped effect sizes, favoring stable links. Qualitative evidence indicated higher trust when transparency dashboards and override protocols were in place. We conclude that ethical governance, combined with instructional design and teacher training in critical AI literacy, enhances AI’s pedagogical value while preventing unintended distributive effects. We recommend national guidelines for EIA‑E, responsible public procurement, and school‑level digital‑ethics committees, alongside longitudinal studies and cluster trials to strengthen inference and scalability
Copyright (c) 2025 Henry Darío Bravo Soria, Carlos Fabricio Brito Solórzano, Carlos Eduardo Cevallos Martínez, Emilia Trinidad Guerra Balseca (Autor/a) https://creativecommons.org/licenses/by/4.0
Educational gaps in Ecuadorian Basic Education: A comparative analysis by geographic area and school ownership (2015–2024)
This study examines the evolution of educational gaps in Ecuador’s General Basic Education (GBE) between 2015 and 2024, focusing on Guayaquil (Guayas) and subnational comparisons by geographic area (urban–rural) and school ownership (public, faith‑based, municipal, private). We integrate microdata from the national assessment Ser Estudiante (SEST, 2019–2024), INEC’s household surveys ENEMDU (2015–2024), and administrative statistics from the Ministry of Education (2015–2024). The design is observational, longitudinal, and comparative, combining descriptive analysis, multilevel models, difference‑in‑differences, and Oaxaca–Blinder decomposition; we also compute segregation indices (Duncan’s D, Theil’s H) and school technical efficiency (DEA, BCC). Findings indicate: (i) a persistent urban–rural gap in performance (d≈0.25–0.35) that widened in 2020–2021 and partially narrowed in 2022–2024; (ii) ownership differentials favoring private over public schools (d≈0.30–0.45) that shrink after controlling for socioeconomic composition, student–teacher ratio, and connectivity proxies; (iii) a synchronized drop in attendance in 2020 (−3 to −5 pp), with full recovery in urban areas and incomplete recovery in rural areas; (iv) moderate school segregation positively associated with the magnitude of cantonal gaps; and (v) heterogeneous technical efficiency, with the top quartile of public schools comparable to private ones. We conclude that territory, composition, and school resources jointly shape inequality dynamics, with the pandemic acting as a temporary amplifier. Policy recommendations include effective school connectivity, high‑dosage tutoring and math catch‑up, evidence‑based school leadership, and social‑mix measures paired with quality investments, prioritizing peri‑urban neighborhoods and rural cantons along the Coast. The study delivers a replicable framework for 2025–2028 monitoring and actionable targeting criteria to reduce gaps in GBE
Copyright (c) 2025 Marjorie Elizabeth Peñafiel Rodríguez, Shirley Roxana Vera López, Kerly Jesenia Faginson Zambrano, Sabrina Soraya Triviño Eguez (Autor/a) https://creativecommons.org/licenses/by/4.0
Women in teaching: feminization and working conditions in Ecuador’s teaching profession (2009-2024)
This paper examines the feminization of Ecuador’s teaching workforce and its link to working conditions from 2009 to 2024. We apply an observational design with a quantitative emphasis, combining administrative records from the Ministry of Education (teachers by sex, level, provider and leadership posts) and INEC’s ENEMDU microdata (adequate employment, contracts, hours and earnings), complemented with UIS‑UNESCO and World Bank indicators. Two composite measures were built: The Territorial Feminization Index (IFT) and the Teacher Labor Adequacy Index (IALD). The analysis comprises descriptive statistics, province–level fixed‑effects panel models, quantile regressions and survey‑design‑based inference. Findings show persistently high feminization—strongest in Early Childhood and General Basic Education—and a majority in Upper Secondary. Women’s participation in leadership increased but still lags behind classroom representation. Feminization is positively related to IALD, although the effect is moderate and sensitive to structural controls. The association with earnings is heterogeneous: null at the tails and positive at intermediate quantiles. Proxies of care‑burden (female headship, household composition) are linked to longer working hours. Recent policy documents adopt gender and wellbeing lenses, yet lack operational metrics for routine monitoring. We conclude that policy should focus on gender‑aware leadership pipelines, care‑responsibility supports in training and selection processes, stronger school‑based psychosocial teams, and the re‑organization of non‑teaching time. Future work should leverage pseudonymized administrative panels and validated measures of climate and burnout
Stefani Tamara Quinto Grijalva Stefani Tamara Quinto Grijalva
Copyright (c) 2025 Karla Doménica León Segura, César Antonio Leon Chabla, Stefani Tamara Quinto Grijalva, Gladys Apolonia León Àlava (Autor/a) https://creativecommons.org/licenses/by/4.0
Innovative practices in early literacy: a review of pedagogical experiences in intercultural educational institutions in Ecuador
This study conducted a systematic review with mixed‑methods synthesis to identify and assess innovative early literacy practices in intercultural schools in Ecuador, with a territorial focus on Jipijapa (Manabí). We searched Scopus, Web of Science, ERIC, SciELO, Redalyc, and Latindex, plus high‑quality gray literature, for publications from January 2019 to September 2025. Following PRISMA screening, 112 studies were included (27 randomized/quasi‑experimental, 39 pre‑post, 23 qualitative, and 23 mixed‑methods), 41 of them from Ecuador (11 in Manabí; 4 explicitly located in Jipijapa). Standardized effect sizes were computed under random‑effects models and qualitative findings were synthesized using JBI meta‑aggregation. Practices were grouped into five families: guided play for phonological awareness; dialogic reading and home‑language oral practices; multimodal print‑rich environments; low‑cost ed‑tech; and community‑based projects. We found small‑to‑moderate, statistically significant improvements in phonological awareness (g=0.46; 95% CI 0.32–0.60), letter knowledge (g=0.52; 0.33–0.71), vocabulary (g=0.38; 0.25–0.51), emergent writing (g=0.35; 0.18–0.52), and oral comprehension (g=0.31; 0.12–0.50). Effects increased when home languages were used and families participated, when interventions lasted ≥12 weeks, included ≥4 weekly sessions, and teachers received training. Qualitative synthesis emphasized situated linguistic relevance, play‑based scaffolding, family mediation, locally grounded materials, offline technologies with instructional design, and situated professional development. We concluded that combining guided play, bilingual dialogic reading, multimodal environments, and family mediation—supported by teacher training and context‑sensitive formative assessment—consistently improved emergent literacy in Jipijapa and similar settings. We recommend feasible packages for resource‑constrained schools (phonological micro‑games, oral language corners, traveling libraries, and offline audio‑stories) and outline research avenues on effectiveness, cost‑utility, and bilingual instrumentation
Copyright (c) 2025 Luis Alberto Choez Pesantes, Ivonne Guillermina Simbaña Espinoza, Cristian Fernando Urgilez Rivera, Maira Alejandra Revelo Valdez (Autor/a) https://creativecommons.org/licenses/by/4.0
Active Pedagogical Models and Their Impact on Logical-Mathematical Thinking in Elementary Basic Education Students
This study analyzes the impact of active pedagogical models on the development of logical-mathematical thinking in Elementary Basic Education students in the Tarqui parish, Guayaquil. Using a mixed-methods design, quantitative data were collected through standardized tests, and qualitative data through interviews, observations, and field journals. The sample included two parallel groups: one experimental, which applied active methodologies, and one control, which maintained traditional strategies. The results show a significant increase in the performance of the experimental group compared to the control group, validated through t-tests and ANCOVA. Additionally, qualitative data revealed greater student participation, motivation, and problem-solving ability. Teachers also demonstrated positive changes in their pedagogical roles, adopting more reflective and inclusive practices. The study concludes that active pedagogical models enhance logical-mathematical thinking, even in vulnerable educational contexts. Their systematic implementation and the strengthening of teacher training in these strategies are recommended. Future research in other contexts and using longitudinal approaches is also suggested to expand the validity of these findings
Copyright (c) 2025 Marcia Giovanna Bedoya Navas, María Pagcha Caiza Caiza, Isabel Catalina Marcos Muñoz, Enrique Segundo Maroto Balseca (Autor/a) https://creativecommons.org/licenses/by/4.0
Reading performance and equity in upper basic education: evidence from the “Ser Estudiante” assessment in Ecuador
To estimate the association between equity factors (socioeconomic status, home reading capital, and school features) and reading comprehension performance among Upper Basic Education students in Guayaquil, using open microdata from Ser Estudiante (SEST) 2022–2023. Observational, cross‑sectional study with multilevel components. We merged SEST microdata (Language & Literature) for grades 8–10 with the AMIE school registry to identify Guayaquil schools and contextual variables. We conducted descriptive analyses, correlations, and models controlling for student‑ and school‑level covariates; between‑school variance (ICC) was estimated. Marginal means by school governance and sensitivity checks were reported. The valid sample totals n = 1755 (ILYL), with ICC = 0.226 (50 schools). A positive socioeconomic gradient is observed (r_ILYL‑ISEC ≈ 0.24), alongside independent associations for home reading capital (books and weekly autonomous reading). Descriptively, extreme SES quintiles differ (Q1 ≈ 694.9 vs. Q5 ≈ 722.7 points). Governance differences emerge; the public sector concentrates enrollment and exhibits higher raw means in this sample, while adjusted marginal means favor faith‑based/private schools, consistent with comparative literature. School library and school climate correlate positively with performance; extended school day shows a small effect. Grade repetition relates negatively and attendance positively to reading comprehension. Findings support policies combining proportionate universalism (classroom/school libraries, guided reading and targeted tutoring) with instructional improvement (explicit comprehension strategies and formative assessment) and school management (climate, leadership, protected reading time)
Copyright (c) 2025 Maria Alejandrina Anastacio Hidalgo, Celeni Michelle Serrano Toala, Jacqueline Marisol Alava Chasi, Tania Magdalena Quilumba Abril (Autor/a) https://creativecommons.org/licenses/by/4.0
Teacher training and its influence on the use of digital resources in teaching natural sciences in Upper Basic Education
This study examines the relationship between teacher training in information and communication technologies (ICT) and the use of digital resources in teaching natural sciences at the upper basic education level in Francisco de Orellana, Orellana province, Ecuador. A mixed-methods approach was applied, using a sequential explanatory design. The quantitative phase involved surveys of 52 teachers, while the qualitative phase included semi-structured interviews with nine educators. Statistical analysis included descriptive measures, Spearman correlation, and linear regression; qualitative data were analyzed through thematic coding. Findings reveal a positive and significant correlation between ICT training and the pedagogical use of digital tools. Teachers with higher training levels use simulators, interactive platforms, and scientific videos in a planned and contextualized manner. However, challenges such as limited internet access, lack of equipment, and insufficient contextualized training persist. The discussion underscores the need for technopedagogical training programs tailored to the Amazonian context and for educational policies that provide structural conditions for teaching innovation. It is concluded that ICT training, when continuous, situated, and relevant, can transform pedagogical practices in rural environments
Copyright (c) 2025 Daniel Alejandro Yépez Tovar, Carlos Fabricio Brito Solórzano, Emilia Trinidad Guerra Balseca, Jaime Eduardo Cordero Paucar (Autor/a) https://creativecommons.org/licenses/by/4.0
Innovative strategies for inclusive literacy learning in students with cerebral palsy: a case study in rural secondary education
This study examined the effectiveness of innovative strategies for literacy development in an 11-year-old girl with mild spastic cerebral palsy (CP), a seventh-grade student at Unidad Educativa Medardo Ángel Silva, Barrio Piuntza, Ecuador. A mixed-methods single-case design was employed, combining qualitative methods (interviews, observations, and analysis of written productions) and quantitative assessments (standardized tests of reading, writing, and fine motor skills). The six-month intervention involved multisensory strategies, accessible educational technology, curriculum adaptation, and collaborative learning activities. Quantitative results showed significant improvements in letter recognition (20 % → 65 %), reading speed (0.5 → 2.1 words/min), written production (2 → 12 correct words), and fine motor skills (percentile 5 → 12). Qualitative analysis revealed increased motivation, engagement in group activities, perceived autonomy by the teacher, and family reinforcement. A positive correlation was identified between technology use and reading performance (r = 0.68). Findings confirm that the combination of multisensory strategies, adapted technology, and collaborative learning enhances literacy, supports social integration, and promotes socioemotional development in students with mild CP. Limitations include the single-case design, the short duration of the intervention, and the rural contextual conditions, which constrain generalizability. It is concluded that contextually tailored inclusive methodologies enable significant gains in reading and writing skills and can inform future educational policies and teacher training programs in similar contexts.
Copyright (c) 2025 Manuel de Jesús González Ortega, Mercy Yolanda Ramos Rosero (Autor/a) https://creativecommons.org/licenses/by/4.0
Oral and discourse competencies in Tiktok pitch presentations: a multimodal educational case study
This study analyzed oral and discursive competences in pitch presentations published on TikTok by young entrepreneurs aged 15 to 17 from Yantzaza parish, Ecuador. The research addressed the need to understand how adolescents integrate oral and multimodal resources in digital environments to communicate entrepreneurial initiatives. A simulated corpus of 120 videos published between January and May 2024 was examined through a mixed-methods approach, combining multimodal discourse analysis, semi-structured interviews, and digital interaction metrics. Quantitative analysis included descriptive statistics and correlations between oral competences, multimodal resources, and audience engagement. Results showed that articulatory clarity and oral fluency were associated with higher interaction levels. In addition, a complete pitch structure (introduction, value proposition, and persuasive closing) correlated with improved communicative impact. The inclusion of multimodal resources—subtitles, deictic gestures, and viral music—significantly enhanced message visibility. Qualitative findings from interviews indicated that young entrepreneurs perceive TikTok as a strategic “showcase” for business ideas and adapt their narratives to the platform’s algorithmic logic. Overall, findings confirmed the hypothesis that multimodal cohesion predicts communicative effectiveness. The study provides empirical evidence of the hybrid configuration of the digital pitch, where oral delivery intertwines with visual and auditory resources in entrepreneurial narratives. These conclusions have educational, social, and scientific implications and open new research avenues on the interplay between algorithms, communicative competences, and youth entrepreneurship practices in digital platforms
Copyright (c) 2025 Marlene Elizabeth Herrera Rojas, Angélica María Celi Celi (Autor/a) https://creativecommons.org/licenses/by/4.0
The teacher’s role in conducting art workshops as emotional support for children’s migration
This study examines the role of teachers in implementing artistic workshops as emotional support for migrant children in the General Basic Education level in Cuenca, Azuay, Ecuador. The aim was to evaluate the impact of these pedagogical practices on the socio-emotional well-being of migrant students and to explore teachers’ perceptions regarding their application. A mixed-methods design was adopted, combining quantitative instruments (Child Emotional Well-being Scale, Teacher Perception Questionnaire) with qualitative approaches (interviews, classroom observations, reflective journals). The sample included 120 migrant students (aged 11–14) and 45 teachers. Findings revealed significant improvements in resilience, emotional self-expression, and sense of belonging, along with a reduction in school anxiety (p < 0.001). A positive correlation was observed between workshop attendance frequency and resilience increase (r = 0.62). Qualitative data highlighted that artistic workshops functioned as spaces for emotional expression, cultural integration, and social bonding. Teachers acknowledged their effectiveness but reported limited training and insufficient institutional resources. The study concludes that artistic workshops are an effective pedagogical strategy to foster emotional and social integration of migrant students. It recommends strengthening teacher training in arts and socio-emotional education, ensuring adequate resources, and conducting longitudinal research. This research provides empirical evidence to the literature on inclusive education and child migration in Latin America.
Copyright (c) 2025 Deisy Alexandra Morocho Morocho, Tania Paulina Herrera González (Autor/a) https://creativecommons.org/licenses/by/4.0
Optimizing Teacher Workload and Enhancing Educational Quality in Ecuador: Assessment of the “Time to Be a Teacher” Strategy
This article analyzes the “Time to Be a Teacher” Strategy, issued by the Ministry of Education of Ecuador in August 2025, as a response to the workload overload faced by public school teachers. Using a mixed-methods approach, the research identified that non-instructional activities exceed the legally assigned time by over 30%, generating adverse effects on teacher well-being and the quality of educational processes. Through document analysis, surveys of 9,957 teachers, and focus groups held across the nine national education zones, four strategic action areas were defined: accompaniment, curriculum and pedagogy, assessment, and shared responsibility. This article critically examines the legal foundations, empirical findings, and proposed actions of the Strategy, evaluating its scope, relevance, and feasibility. Results show that the Strategy could reduce weekly workload by up to 6 hours and 32 minutes, allowing for greater focus on teaching, pedagogical innovation, and professional development. If fully implemented, this public policy represents a significant step toward a more sustainable and student-centered education system in Ecuador.
Sonia Annabel Valencia Murillo Sonia Annabel Valencia Murillo
Copyright (c) 2025 Priscila Solange Morán Ayala, Sonia Annabel Valencia Murillo, Miguel Enrique Peñaherrera Alvarado, Byron Stalin Alcívar Torres, Yecenia Maria Ramirez Medina (Autor/a) https://creativecommons.org/licenses/by/4.0
Educational inclusion in basic general education: strategies and challenges for ensuring school equity in Guayaquil
This study examines educational inclusion in Basic General Education in public institutions of the Ximena parish in Guayaquil, Ecuador, focusing on the strategies implemented and the ongoing challenges to ensure school equity. Using a mixed-methods approach, quantitative tools (surveys for teachers and students) and qualitative techniques (interviews, focus groups, and participant observation) were employed to understand the phenomenon comprehensively. The findings reveal that, despite a favorable normative framework, its implementation faces significant barriers, including insufficient teacher training, lack of adapted resources, and weak family involvement. A positive correlation was found between inclusion-related training and students’ perceptions of their school experience. Noteworthy inclusive practices, such as the use of visual aids and cooperative methodologies, were observed, although they remain isolated and lack institutional support. The discussion connects these findings with recent literature, highlighting the urgency to transform school cultures, revise institutional policies, and empower the educational community. In conclusion, achieving educational inclusion in Guayaquil calls for profound and sustained educational reforms grounded in ethical commitment to social justice. The study suggests future research lines focusing on rural contexts and the longitudinal assessment of inclusive strategies.
Copyright (c) 2025 Betty Graciela Caicedo Sevilla, Yoder Alexi Flores De la Cruz, Aurora de los Angeles Flores Morán, Carlota Guillermina Vallejo Andrade (Autor/a) https://creativecommons.org/licenses/by/4.0
Educational inclusion of students with intellectual disabilities in basic education: analysis of teaching strategies applied in regular classrooms
This study aimed to analyze the teaching strategies implemented by Basic Education teachers in regular classrooms in Durán, Guayas province, Ecuador, aimed at including students with intellectual disabilities. Using a qualitative-descriptive approach, data were collected through semi-structured interviews, classroom observations, and document analysis to examine inclusive pedagogical practices. Findings showed frequent use of individualized curricular adaptations, visual aids, cooperative learning, and formative assessment. However, these strategies were applied in a fragmented manner, limited by structural constraints, insufficient institutional coordination, and inadequate teacher training. The effectiveness of these practices was found to rely on institutional support mechanisms such as DECE and UDAI. The study highlights the need to strengthen inclusive school management models that promote curricular diversification and enhance teaching capacity. It concludes that diversified teaching strategies, when applied with pedagogical intent and systemic support, foster meaningful learning and active participation of students with intellectual disabilities, contributing to the fulfillment of their right to inclusive and equitable education.
Copyright (c) 2025 Ingrid Elizabeth Rua Angulo, Marcia Lucía Delgado Yépez, Juan Agustín Luna Rengel, Rosa Dalia Soriano Perero (Autor/a) https://creativecommons.org/licenses/by/4.0
Impact of symbolic play on the development of oral language in children aged 3 to 5 in public Early Childhood Education centers
This study aimed to analyze the impact of symbolic play on the development of oral language in children aged 3 to 5 attending public Early Childhood Education centers in the Tarqui parish, Guayaquil, Ecuador. A mixed-method approach was employed with a quasi-experimental design, consisting of an experimental group and a control group, complemented by qualitative analysis of verbal interactions. Over ten weeks, a pedagogical intervention was implemented based on structured symbolic play sessions mediated by trained teachers. Standardized instruments such as the PLS-5 scale and NVivo software were used for discourse analysis. The results showed significant improvements in the experimental group in vocabulary, syntactic organization, and communicative functions. It is concluded that symbolic play is an effective and replicable strategy to enhance children’s oral language, especially in vulnerable educational contexts. Integrating this strategy into the Early Childhood Education curriculum and further researching its longitudinal impact is recommended.
Copyright (c) 2025 Joselyn Lizeth Bolaños Jara, Gabriela de Lourdes Cando Cañizares, Juanita Catalina Garcés Calvopiña, Bertha Maria Lozano Cali (Autor/a) https://creativecommons.org/licenses/by/4.0
Impact of domestic violence on the academic performance of 5th to 7th grade students: an analysis in rural and urban contexts
This study analyzes the impact of domestic violence on the academic performance of 5th to 7th grade students in Jipijapa canton, Manabí province, Ecuador. A quantitative, correlational and comparative approach was employed using secondary data from the National Institute of Statistics and Censuses (INEC, 2022) and records from the Ecuadorian Ministry of Education, as well as surveys applied to students and their families. The results show that 44.5% of the surveyed households reported some form of domestic violence, with a higher incidence in rural areas (49.5%) than in urban areas (40.1%). Significant correlations were found between psychological and physical violence with low academic performance, absenteeism, and behavioral problems. The logistic regression model demonstrated that psychological and physical violence are significant predictors of poor school performance. The study concludes that domestic violence is a determinant of school performance and that its impact is more pronounced in rural settings. It highlights the need to implement territory-sensitive educational policies with intersectoral interventions and early detection mechanisms. This research provides contextualized evidence for the design of comprehensive strategies to guarantee the right to quality education.
Copyright (c) 2025 Karina Beatriz Carbo Sánchez, Sandra Lucila Tibanlombo Collay, Yessenia Maribel Zambrano Macías, Angela Azucena Romero Bone (Autor/a) https://creativecommons.org/licenses/by/4.0
Assessment of reading competence in lower secondary education: analysis of the Ser Estudiante program results in Ecuador
This study analyzed reading comprehension performance among lower secondary school students in Ambato, Ecuador, using data from the national “Ser Estudiante” program. A total of 960 students were assessed with a standardized test covering three dimensions of reading: literal, inferential, and critical-reflective. The objective was to identify reading achievement levels and associated factors from a quantitative approach, focusing on contextual variables such as gender, household resources, school library access, and geographic location. Findings reveal an unequal distribution: 20.6% of students were categorized as “insufficient” and only 15.5% as “advanced.” Girls significantly outperformed boys. Students with better family resources, access to school libraries, and from urban areas achieved higher scores. The ordinal logistic regression model identified school library access, household resources, and school climate perception as significant predictors of reading performance, explaining 36.2% of the total variance. The study underscores the need for equity-oriented policies to ensure equal access to reading resources and foster stimulating school environments. It also calls for strengthened pedagogical strategies to enhance higher-order reading skills and reduce existing social and territorial disparities.
Monserrath de las Mercedes Avila Salinas
Copyright (c) 2025 Jorge Giovanny Garcés Diaz, Monserrath de las Mercedes Avila Salinas, Glenda Jackeline Tumbaco Quimi, Gilberto Salvador Vasconez Bonilla (Autor/a) https://creativecommons.org/licenses/by/4.0
Development of socioemotional skills in Ecuadorian early childhood education: a neuroeducation-based approach
This study analyzes the impact of an educational intervention based on neuroeducation on the development of socioemotional skills in preschool children in Cuenca, Ecuador. Through a mixed-methods design using quasi-experimental and qualitative techniques, the effectiveness of strategies focused on emotional self-regulation, emotional awareness, and social interaction was evaluated. The sample included children aged 4 to 5, divided into experimental and control groups. Over six months, neuroeducational routines were integrated into the regular curriculum. Quantitative results revealed significant improvement in emotional self-regulation within the experimental group. Qualitative analysis indicated positive perceptions among teaching staff, who observed greater emotional readiness in students and more empathetic and participatory classroom environments. The research validates the potential of neuroeducation as an effective pedagogical tool and supports its inclusion in early education as a foundation for holistic child development. The study is set in an underrepresented Andean region, contributing relevant evidence for intercultural educational policy. Sampling and intervention duration were noted limitations, suggesting the need for longitudinal and broader studies. Integrating local knowledge and applied neuroscience is proposed as an innovative pathway to enhance emotional education in Latin American contexts.
Copyright (c) 2025 Santiago Lizandro Vera Chávez, Gabriela de Lourdes Cando Cañizares, Marcia Giovanna Bedoya Navas, Sthefania Margarita Uquillas Vega (Autor/a) https://creativecommons.org/licenses/by/4.0
Virtual classrooms using the moodle platform as a means to enhance english learning management at Leovigildo Loayza Loayza high school
The purpose of this study was to develop a revolutionary educational model for English language teaching in virtual classrooms, using Moodle as a learning management system for 8th, 9th, and 10th grade students at the Colegio de Bachillerato “Leovigildo Loayza Loayza,” with the aim of enhancing academic performance and the acquisition of language skills, a combined methodology (qualitative-quantitative) was used. The sample included 90 students and two English teachers. The research was structured in four stages: diagnosis and planning, implementation and development, evaluation of results, and conclusions. Pre-tests and post- tests, semi-structured interviews, discussion groups, perception questionnaires, and evaluation of activity logs in Moodle were used. The findings showed statistically significant progress (p<0.001) in English skills, particularly in listening comprehension (25%) and written expression (20%). Ninety percent of students reported increased motivation, with task completion rates of 80-95%. It can be concluded that the use of Moodle is an effective tactic for improving English language teaching, changing the role of the teacher and promoting independent learning among students.
Copyright (c) 2025 Angel Manuel Naula Maita, Libia Eufemia Cuenca Cevallos (Autor/a) https://creativecommons.org/licenses/by/4.0
School climate and academic performance: correlational study in fiscal institutions of the Ecuadorian highlands
This study examined the relationship between school climate and academic performance in public institutions in Riobamba, Ecuador, covering basic, secondary, and higher education levels. The main objective was to determine whether a significant correlation exists between perceived school climate and academic performance, considering resilience as a mediating variable. A quantitative, non-experimental, cross-sectional design was used. The sample included 630 students selected through stratified random sampling. Three instruments were applied: the School Climate Scale (CES-S), the Academic Resilience Questionnaire (ARA-S), and institutional academic averages. Data were analyzed using SPSS v.27 through descriptive statistics, Pearson correlation, multiple regression, and Baron and Kenny’s mediation models. Results revealed a significant positive correlation between school climate and academic performance (r = .42, p < .001), as well as between school climate and resilience (r = .39), and between resilience and performance (r = .36). Regression analysis showed that the most influential school climate dimensions were teacher support, emotional safety, and student participation. Additionally, academic resilience was found to partially mediate the relationship between climate and performance. These findings confirm that school climate is a key determinant of academic success in public education contexts. They also emphasize the need to implement institutional strategies to strengthen the school environment and promote socioemotional skills. It is concluded that educational management focused on emotional well-being can positively impact academic performance, even in resource-constrained settings.
Copyright (c) 2025 Marcia Lucía Pérez Castillo, Alicia del Rocío Iglesias Abad, Ana Mirian Arizala Estacio, Clara Nataly Valdiviezo Medina (Autor/a) https://creativecommons.org/licenses/by/4.0