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Bridging languages and cultures. Project-based learning in english teacher training  
Conectando lenguas y culturas. Aprendizaje basado en proyectos en la formación de  
docentes de inglés  
1Carlos Daniel Cazco Maldonado  
Yachay Tech University. Urcuquí, Ecuador.  
2Paola Vanessa Santamaría Velásquez  
Yachay Tech University. Urcuquí, Ecuador.  
3Martha Jacqueline González Blanco  
Yachay Tech University. Urcuquí, Ecuador.  
Received date: 26/03/2026  
Acceptance date: 26/04/2026  
Abstract  
This study explores the impact of implementing Project-Based Learning (PBL) as an innovative pedagogical  
approach in Ecuadorian English as a Foreign Language (EFL) classrooms through a professional training program  
designed for in-service teachers. The initiative arises from the need to enrich English teaching practices beyond  
textbook-driven methods by integrating authentic content aligned with the principles of Global Citizenship.  
Conducted in collaboration with ECUATESOL and Yachay Tech University, the program sought to address  
persistent gaps in teacher preparation, such as overreliance on traditional instruction, limited training in active  
methodologies, and minimal student engagement in meaningful communication. Fifteen English teachers from  
the province of Imbabura participated in a three-phase process: (1) diagnostic assessment, (2) teacher training  
workshops, and (3) classroom implementation with mentoring. Mixed-method data collection included surveys,  
interviews, lesson-plan reviews, and classroom observations. Preliminary findings indicate increased teacher  
confidence, improved classroom management through collaborative projects, and heightened student motivation  
and participation. The program’s long-term goal is to scale the initiative nationwide through a Massive Open  
Online Course (MOOC) reaching over 2,500 teachers.  
Keywords: english teaching, innovation, project-based learning, teacher training.  
Resumen  
EsteestudioexploraelimpactodelaimplementacióndelAprendizajeBasadoenProyectos(ABP)comounenfoque  
pedagógico innovador en aulas ecuatorianas de inglés como lengua extranjera (EFL), a través de un programa de  
formación profesional diseñado para docentes en servicio. La iniciativa surge ante la necesidad de enriquecer las  
prácticas de enseñanza del inglés más allá de los métodos tradicionales centrados en el libro de texto, integrando  
contenidos auténticos alineados con los principios de la Ciudadanía Global. Desarrollado en colaboración  
con ECUATESOL y la Universidad Yachay Tech, el proyecto buscó responder a tres problemáticas persistentes  
en el contexto educativo ecuatoriano: la dependencia de métodos transmisivos, la falta de capacitación en  
metodologías activas y la escasa participación estudiantil en prácticas comunicativas reales. Quince docentes de  
inglés de la provincia de Imbabura participaron en un proceso dividido en tres fases: (1) diagnóstico y orientación  
(2) capacitación docente y (3) implementación en el aula con acompañamiento continuo. La investigación utilizó  
un enfoque mixto con instrumentos como encuestas, entrevistas, observaciones y análisis de planes de clase. Los  
resultados preliminares revelan una mejora significativa en la confianza docente, en la planificación de proyectos  
colaborativos y en la motivación estudiantil. El proyecto tiene como objetivo escalarse a nivel nacional mediante  
un curso abierto en línea (MOOC) que beneficiará a más de 2.500 docentes.  
Palabras clave: aprendizaje basado en proyectos, enseñanza del Inglés, formación docente, innovación.  
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Introduction  
Education in Ecuador faces the challenge of adapting to the demands of a globalized, multilingual,  
and technologically interconnected world. Traditional approaches to English language teaching, focused on  
memorization, translation, and mechanical repetition, have historically limited the development of communicative  
competence. This situation is further exacerbated by the lack of up-to-date professional development for  
teachers, which often prioritizes theory over practice and fails to provide tools to foster creativity, autonomy, and  
collaboration (Barragán & Newman, 2023).  
Within this context, Project-Based Learning (PBL) emerges as a transformative methodology that addresses  
the current needs of language teaching process. Grounded on constructivist theory (Piaget, 1972; Vygotsky, 1978),  
PBL conceptualizes learning as an active process in which learners construct knowledge through the resolution of  
authentic problems. This methodological approach promotes essential 21st-century skills and competences such  
as critical thinking, communication, collaboration, and the responsible use of technology (Trilling & Fadel, 2009).  
Numerous studies (Stoller, 2006; Beckett & Slater, 2020) demonstrate that PBL enhances learners’  
motivation, academic performance, and communicative competence by situating learning in meaningful and  
real-world contexts. Nevertheless, its implementation in Latin America has been limited owing to structural  
factors, including lack of resources, institutional resistance, and insufficient methodological training.  
This current study originates from the collaboration between ECUATESOL and Yachay Tech University,  
with the aim of strengthening teacher education in the use of PBL as both, a pedagogical tool and a vehicle for  
Global Citizenship. According to UNESCO (2015), Global Citizenship Education seeks to empower learners to  
actively participate in building fair and sustainable societies. Integrating these principles into English language  
teaching allows educators to move beyond the linguistic dimension and connect learning with the country’s  
social, cultural, and environmental realities.  
Similarly, this project aligns with the objectives of the Ecuadorian Ministry of Education (MINEDUC, 2022)  
to promote inclusive and innovative educational practices that fortify the quality of English language teaching in  
the national public system. In this context, PBL is not only presented as a teaching methodology, but also as an  
educational philosophy that positions teachers as facilitators of knowledge and learners as active agents during  
the learning process.  
Therefore, this study seeks to demonstrate how the implementation of PBL in teacher formative process can  
transform traditional educational practices, promote professional reflection, and contribute to the development  
of global competencies within the Ecuadorian context.  
Methods  
The current research study adopted a mixed-methods design, combining qualitative and quantitative  
approaches to obtain a comprehensive view of the impact of Project-Based Learning (PBL) on teaching practices  
and student motivation. Denzin (1978) and Patton (1999), state that methodological triangulation enhances the  
validity of findings by cross-checking data from multiple sources.  
Participants  
The sample consisted of fifteen English teachers from public and private institutions in the province of  
Imbabura, all female except for one participant. Each teacher demonstrated a B2 level of English proficiency  
according to the Common European Framework of Reference for Languages (CEFR) and was part of the “Ecuador  
Habla Inglés” program. Indirectly, the project impacted approximately 450 students aged between 13 and 18.  
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Study Design and Intervention Phases  
The training process was conducted into three consecutive phases:  
•
Diagnostic and orientation phase: Surveys and semi-structured interviews were administered to  
identify teachers’ perceptions, needs, and level of knowledge regarding PBL.  
•
Training phase: Participants attended 13 virtual seminars led by local and international experts. These  
sessions addressed the theoretical foundations of PBL, the design of interdisciplinary projects, and  
the use of digital tools for English language teaching.  
•
Implementation and mentoring phase: Participants designed and implemented PBL projects in their  
classrooms, receiving ongoing feedback from academic mentors. Reflective journals, photographic  
records, and classroom videos were collected as part of the data.  
Instruments  
Multiple instruments were used for data collection:  
•
•
•
•
Questionnaires and surveys: To measure levels of teacher confidence and perceptions of PBL  
effectiveness.  
Lesson plan analysis: To evaluate the alignment between PBL principles and pedagogical practice  
(Larmer et al., 2015).  
Classroom observations: To identify interaction patterns, student participation, and the application  
of collaborative strategies.  
Focus groups and reflective journals: To gain deeper insight into teachers’ experiences and  
professional self-evaluation processes.  
Data Analysis  
Qualitative data were thematically coded following the framework proposed by Braun and Clarke (2006),  
identifying categories such as teacher empowerment, student agency, and meaningful learning. Quantitative  
datawereanalyzedusingdescriptivestatisticswithSPSSversion26,enablingpre-andpost-trainingcomparisons.  
Ethical Considerations  
Participant confidentiality was ensured through the use of pseudonyms. All participants signed informed  
consent forms, and the study was approved by the Ethics Committee of Yachay Tech University (code 2024-EFL-  
PBL-02).  
Results  
The findings reveal a substantial shift in both pedagogical practices and teachers’ perceptions of their  
role in the classroom.  
Teacher Professional Development  
Post-program survey results indicated a 45% increase in teachers’ confidence in designing and  
implementing project-based activities. Participants reported a transition from a teacher-centered model to a  
more student-centered approach. As one teacher noted, “My students now speak more than I do; they are the  
protagonists of their own learning.”  
Student Motivation and Participation  
Students demonstrated higher levels of enthusiasm, collaborative work, and willingness to be  
communicated in English. In projects such as “Our Environment, Our Responsibility,” learners produced short  
films addressing local environmental issues, integrating research, writing, and oral storytelling in English. These  
experiences strengthened both linguistic competence and social awareness.  
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Professional Collaboration Networks  
One of the most remarkable outcomes was the spontaneous creation of a professional learning network (PLN)  
among participating teachers. Through platforms such as WhatsApp and Google Classroom, these professionals  
shared materials, strategies, and reflections. Such horizontal collaboration has contributed to the consolidation of a  
sustainable community of practice over time.  
Identified Challenges  
Among the main challenges identified were the lack of time, restricted access to technological resources, and  
large class sizes. However, mentoring sessions supported teachers in adapting PBL to their specific contexts without  
compromising its core principles.  
Quantitative Indicators  
Eighty percent of the teachers reported having reached an “advanced” level of proficiency in Project-Based  
Learning (PBL) after the training program (compared to an initial 25%). In addition, student participation increased  
by an average of 35%, and lesson plans showed a greater use of authentic assessment tools, such as rubrics and self-  
evaluations.  
Discussion  
The findings of this research study confirm that Project-Based Learning not only enhances teaching practices,  
but also transforms classroom culture. Teachers shifted from being basic transmitters of knowledge to becoming  
facilitators of the learning process, in alignment with the principles of social constructivism (Vygotsky, 1978; Bell, 2010).  
On a global scale, these findings are consistent and support other studies about the impact of PBL on the  
development of 21st-century skills (Wilkinson & Zegers, 2017; Beckett & Slater, 2020). Nevertheless, the Ecuadorian  
context introduces important nuances: limited resources and curricular rigidity entail a contextualized adaptation,  
rather than a mere adoption of external models. The mentoring strategy implemented in this project proved to be an  
effective mechanism for supporting this adaptation process.  
From a sociocultural perspective, PBL fosters the collective construction of knowledge. Interaction between  
teachers and students creates learning communities where all participants learn from one another, thereby promoting  
professional reflection (Schön, 1983). Furthermore, the integration of Global Citizenship into the projects established a  
meaningful link between English language learning and social action, enabling students to use the language as a tool  
to foster change.  
Notwithstanding, challenges remain. The sustainability of PBL requires institutional support, administrative  
flexibility, and continuous professional development. Despite these challenges, the model implemented in this study  
provides a scalable and replicable framework for other regions of the country.  
Conclusions  
•
•
The current study demonstrates the transformative potential of Project-Based Learning in Ecuadorian  
teacher education. Participants developed a great deal of autonomy, creativity, and intercultural awareness,  
strengthening their role as agents of educational change.  
Among the pedagogical implications, the need of including PBL as a core component in both pre-service  
andin-serviceteachereducationprogramsisparticularlynoteworthy. Regardingpracticalrecommendations,  
it is proposed to strengthen professional learning networks, integrating technology into hybrid teaching  
models, and expanding access to open online courses (MOOCs).  
•
•
In terms of educational policy level, it is recommended that authorities incorporate PBL into national English  
teaching standards, in alignment with the Education Agenda 2030.  
In summary, this research study contributes to reimagining teacher education in Ecuador. By connecting  
innovation, collaboration, and citizenship, PBL emerges as a bridge between languages, cultures, and  
communities, transforming classrooms into spaces for meaningful learning and social engagement.  
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References  
Banks, J. A. (2008). Diversity, group identity, and citizenship education in a global age. Educational Researcher,  
Barragán Camacho, M. J., & Newman, S. J. (Eds.). (2023). English language education in Ecuador: Assessing  
index.php/usfqpress/catalog/view/70/120/254  
Beckett, G. H., & Slater, T. (2020). Project-based learning and technology: Enhancing language learning,  
teaching, and assessment. Springer.  
Bell, S. (2010). Project-based learning for the 21st century: Skills for the future. The Clearing House: A Journal  
Denzin, N. K. (1978). The research act: A theoretical introduction to sociological methods (2nd ed.). McGraw-  
Hill.  
EIL Ecuador. (2024). Ecuador Habla Inglés program overview and impacts.  
Larmer, J., Mergendoller, J. R., & Boss, S. (2015). Setting the standard for project-based learning: A proven  
approach to rigorous classroom instruction. ASCD.  
Patton, M. Q. (1999). Enhancing the quality and credibility of qualitative analysis. Health Services Research,  
34(5 Pt 2), 1189–1208.  
Stoller, F. L. (2006). Establishing a theoretical foundation for project-based learning in second and foreign  
language contexts. In G. H. Beckett & P. C. Miller (Eds.), Project-based second and foreign language  
education: Past, present, and future (pp. 19–40). Information Age Publishing.  
bie.org/object/document/a_review_of_research_on_project_ based_learning  
Trilling, B., & Fadel, C. (2009). 21st century skills: Learning for life in our times. Jossey-Bass. UNESCO. (2015).  
unesco.org/ark:/48223/pf0000232993  
Wilkinson, R., & Zegers, V. (2017). Enhancing student engagement through project-based learning in CLIL  
org/10.1075/jicb.5.1.03wil  
Translation Note: Special thanks to professor Oswaldo García Brito (University of Guayaquil) for the academic translation  
of this manuscript into English.  
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Work and education in children and adolescents as human rights. An Ecuadorian  
referendum  
Trabajo y educación en niñez y adolescencia como derechos humanos. Un referente  
ecuatoriano  
1Alicia Ramírez de Castillo  
Metropolitan University of Ecuador. Quito, Ecuador.  
Received date:: 26/03/2026  
Acceptance date: 26/04/2026  
Abstract  
The economic situation contributes to increased poverty in the lowest social strata, forcing families, including  
childrenandadolescents, toseekmeansofsubsistenceinbothurbanandruralareas. Thissituationisworrisome,  
as children are unable to attend school or access protection programs. Poverty is directly linked to child and  
adolescent labor. Minors are observed on public roads, selling goods, “watching cars,” and suffering verbal or  
physical abuse, without achieving the full development of their human rights. This protection can be achieved  
through appropriate institutions, without depriving them of their childhood. This aspiration is for an effective  
process, ensuring justice for this group of minors, who will be the future Ecuadorian workers contributing to  
the country’s economy. This study is documentary, analytical, and hermeneutical in nature. It is important to  
consider that international organizations such as the ILO and UNICEF have dedicated themselves to promoting  
the prohibition of child labor, monitoring progress with the support of their respective governments, with the  
goal of ending child labor.  
Keywords: social strata, poverty, economic situation.  
Resumen  
La situación económica incide en el aumento de pobreza en estratos sociales del más bajo nivel, obligando a la  
familia, contando a niños, niñas y adolescentes buscar recursos de subsistencia, tanto en zonas urbanas como  
en zonas rurales, sin poder asistir a clases ni aplicar programas de protección a este grupo minoril, por lo que  
se torna preocupante. La pobreza verifica relación directa con el trabajo infantil o adolescente. Se observan  
menores en vías públicas, vendiendo mercancías secas, “cuidando vehículos”, sufriendo maltrato verbal o  
físico, sin alcanzar pleno desarrollo de sus derechos humanos. Esta protección se logrará con adecuados  
organismos, sin privar su infancia. Este anhelo como proceso eficaz, con justicia para este grupo minoril,  
quienes serán los futuros trabajadores ecuatorianos, que contribuirán con la economía del país. Este estudio  
es de tipo documental, analítico y hermenéutico. Hay que considerar que organismos Internacionales como  
la OIT y UNICEF, se han abocado a impulsar la prohibición del trabajo infantil, haciéndole un seguimiento con  
apoyo de los respectivos gobiernos, aspirando poner fin al trabajo infantil.  
Palabras clave: estratos sociales, pobreza, situación económica.  
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Introduction  
The economic situation in nearly all Latin American countries, of which Ecuador is part within the  
regional geopolitical context, contributes to rising levels of poverty among the lowest social strata. This  
condition compels families including children and adolescents to seek means of subsistence in both urban and  
rural areas, often at the expense of school attendance. In some cases, there is a lack of adequate protection  
programs targeting this vulnerable population, which raises significant concern and demands urgent attention.  
Poverty is closely linked to child and adolescent labor, shaping the daily realities of many young people.  
In both urban and rural settings, children are often seen in public spaces carrying out informal activities such  
as selling small goods or “watching cars” not as a choice, but as a response to economic necessity. In these  
environments, they are frequently exposed to verbal and physical abuse, as well as conditions that place their  
safety and well-being at risk.  
This reality also extends to domestic labor arrangements, particularly live-in domestic work, where  
children and adolescents may experience isolation, excessive workloads, and limited access to education.  
Such conditions can compromise their dignity and restrict the full exercise of their fundamental human rights.  
A significant proportion of children engage in intensive domestic labor. In this regard, it is important  
to note that the Childhood and Adolescence Code of Ecuador establishes 15 years as the minimum age for  
employment. For definitional purposes, a child is considered any person under twelve years of age, while  
an adolescent refers to individuals of both sexes between twelve and eighteen years old, who have not yet  
reached the full realization of their human rights. Such protection should be guaranteed through effective  
and well-coordinated institutional mechanisms that safeguard children’s rights without compromising their  
right to a safe and meaningful childhood This aspiration, understood as an effective and equitable process  
for this vulnerable group, requires the Ecuadorian State to further strengthen its public policy by promoting  
a comprehensive and effective program aimed at reducing this social problem. By doing so, it can provide  
meaningful protection to those who will become the country’s future workforce and contributors to the national  
economy.  
For this reason, it is identified as a survival-driven social phenomenon, which should be understood  
within the framework of child and adolescent labor. This concept is defined as any activity involving physical  
or mental exertion, performed daily or on a regular basis, in a specific or undefined location, and most often  
under the supervision of another person whether a family member or not frequently without any form of  
remuneration.  
Viewed from this perspective, such activities do not fundamentally differ from the general concept  
of work as a human activity. However, in this context, they are carried out under conditions that border on  
deceptive exploitation and even coercive practices, whether within the formal or informal economy, thereby  
exerting a detrimental impact on the psychosocial development of this minoritized population. This reality  
prompts the following critical reflection: Under what circumstances, and to what extent, should children or  
adolescents receive economic compensation derived from their own efforts, given their status as “citizens in a  
position of vulnerability” due to their age?  
It is a matter of serious concern that the country’s prevailing economic crisis directly exacerbates poverty  
levels among the most vulnerable socioeconomic strata. Consequently, families are compelled to rely on the  
contribution of all members including children and adolescents to secure the income necessary for household  
sustenance.  
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It can be observed clearly and publicly that children and adolescents, often at night and together with  
other individuals, search through garbage as a means of subsistence. As a result, many of these minors do  
not attend school and do not live in even minimally adequate housing conditions, leaving them with little  
or no effective protection. This situation highlights the urgent need to strengthen and ensure the effective  
implementation of existing protection programs aimed at this vulnerable social group.  
In response to this social phenomenon, national and international organizations have both the obligation  
and the mandate to protect working children and adolescents as part of their core objectives. At the global  
level, one of the leading institutions in this regard is UNICEF.  
It is important to emphasize that the economic exploitation of this vulnerable population is deeply  
concerning. These groups represent a significant, often unquantifiable proportion of the population in Latin  
America and worldwide. Even more troubling is the risk that, in the absence of effective protection and social  
inclusion policies, such conditions may contribute to environments that foster future involvement in delinquent  
activities.  
Child and Adolescent Labor from an Educational Perspective  
According to Pérez (2021), “work represents any activity carried out by human beings with the purpose  
of producing goods and services that enable them to satisfy their own needs and those of others.” It may be  
added that, in most cases, such activity is remunerated and should be protected by the State in which it is  
performed. Nevertheless, in alignment with the definition established by the International Labor Organization  
(ILO), ‘child labor’ is conceptualized as work that deprives children of their childhood, their potential, and  
their dignity, while proving detrimental to their physical and psychological development. Furthermore, The  
International Labor Organization and UNICEF have indicated that the global objective of eradicating child  
labor by 2025 has not been achieved, despite a 47% reduction since the year 2000.  
The International Labor Organization and other organizations promote awareness-raising campaigns  
and play a key role in regional initiatives such The Latin America and the Caribbean Free of Child Labor,  
aimed at accelerating the elimination of child labor. According to recent data from The International Labor  
Organization and other sources, approximately 370,000 children and adolescents in Ecuador are engaged  
in child labor, representing a 37% increase compared to 2022. These figures equivalent to 8% of the child  
population vary significantly across provinces, with rural areas being the most affected. The most common  
sectors involving child labor include agriculture, services, and domestic work.  
The same report highlights that Indigenous, Afro-descendant children and adolescents, those with  
disabilities, and those living in rural areas face a higher risk of exclusion or educational lag. There is a stark  
disparity between the quality of education received by children in rural areas and those with internet access  
in urban settings. This reveals the vulnerability of the education system, not only in terms of infrastructure,  
but also due to serious deficiencies in teaching staff and access to technological resources necessary for  
delivering classes through online platforms even when limited to low-quality connections or applications such  
as WhatsApp. Educational exclusion at every stage further perpetuates conditions of poverty and constitutes  
one of the main drivers of the global learning crisis.  
The analyzed data show that, in several countries, school attendance among the population of  
secondary-school age falls below 50% in rural areas. They also reveal a clear link between child labor and  
school absenteeism: students aged 12 to 14 who are engaged in work, although many remain enrolled, display  
lower attendance rates compared to their non-working peers.  
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It should be noted that a large proportion of children and adolescents work within the informal sector,  
often in public spaces, engaging in activities such as selling fruits and vegetables, dry goods, “watching cars,”  
and many other forms of labor that are difficult to fully capture. In doing so, they are exposed to adverse  
environmental conditions—rain, intense sunlight, noise, and vehicle emissions—as well as verbal and physical  
abuse from third parties.  
As can be observed, these findings allow for critical reflection on the complex social reality under  
study and its implications for the protection of the human rights of these highly vulnerable groups. Due to  
their age, children and adolescents are particularly susceptible to violations of their fundamental rights. In  
this context, the State, together with families and society as a whole, plays a decisive role. Through legal  
frameworks and regulatory systems, these actors bear the responsibility to guarantee, enforce, and ensure  
the effective realization of such rights, both in terms of normative regulation of social behavior and within a  
broader ontological understanding of human dignity and development.  
Child labor in contexts of vulnerability  
The foregoing discussion constitutes a conceptual framework to demonstrate that the enforceability of  
legal provisions issued by those institutions responsible for safeguarding working children and adolescents  
is a practice rooted in the very origins of law. Effective protection requires an in-depth analysis of the real  
conditions under which protective bodies operate, as they must act with the utmost urgency to prevent further  
exploitation and suffering, as well as to safeguard children from being deprived of their childhood and future  
prospects.  
This objective remains an aspiration shared by all human societies, yet it has not been fully achieved.  
Despite the strong conviction that such protection should exist, legal scholars and social theorists have  
consistently recognized the critical importance of establishing truly effective procedures as an essential  
condition for the proper and just application of laws concerning working children and adolescents.  
In summary, although the legal processes designed to protect this vulnerable group are inherently  
instrumental, they are of paramount importance. They ensure that the defense of human rights does not  
become a mere abstraction or “dead letter” in the face of potential non-compliance. To better understand  
the significance of this protection, one might envision an ideal scenario in which citizens are fully aware of their  
rights, duties, and legal obligations; under such circumstances, individuals would be genuinely committed to  
defending their rights.  
From the perspective of protection, minors engaged in productive activities whether providing goods  
or services should receive appropriate support. This includes fair compensation for their labor, understood  
as remuneration that allows them to meet basic economic needs and secure essential goods and services.  
Remuneration thus becomes a crucial factor in ensuring minimum standards of well-being.  
However, this labor modality is often characterized by various forms of abuse, violence, and both direct  
and indirect violations affecting moral integrity and psychological well-being. Such conditions frequently  
generate stress and undermine the value of the child’s or adolescent’s effort, regardless of their willingness  
or efficiency in performing assigned tasks. For this reason, it is essential to examine the legal framework that  
protects this vulnerable group, recognizing that child labor constitutes a global phenomenon where the reality  
of facts often prevail over formal legal appearances.  
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Considering the above, it must be emphasized that working minors are typically engaged in precarious,  
low-quality jobs, which are commonly performed by the most vulnerable sectors due to limited qualifications  
and the urgent need to accept any available work. Consequently, it is necessary to progressively withdraw  
children and adolescents from such activities, as the priority should not be economic gain but rather the full  
enjoyment of childhood and adolescence, fostering their moral and integral development as individuals who  
require significant protection from the Ecuador State.  
Since the year 2000, child labor has been reduced by nearly half, from 246 million to 138 million in 2024.  
Nevertheless, progress remains too slow, and the global goal of eliminating child labor by 2025 has not been  
achieved. According to The International Labor Organization (2025), current rates of progress would need to be  
eleven times faster to eradicate this phenomenon within the next five years. Despite continued improvements,  
recent data also reveal a concerning increase in child labor between 2016 and 2020. The agricultural sector  
remains the largest contributor (61%), followed by services (27%) including domestic work and market sales  
and industry (13%), such as mining and manufacturing.  
It should also be noted that, in most cases, working minors are either underpaid or receive no  
remuneration at all. As a result, they remain trapped in poverty, and their potential contribution to their families  
is often minimal, leading to a loss of both time and future opportunities.  
Efforts led by organizations dedicated to protecting children and adolescents have promoted systems  
aimed at achieving equality, which has become a central paradigm in their advocacy. These initiatives seek  
innovative and inclusive solutions to facilitate school integration; however, such efforts often face social  
barriers, including limited awareness of existing protection mechanisms and a lack of political will to implement  
effective integration strategies.  
Paradoxically, although the Ecuador State constitutionally and legally recognizes work as a social process,  
there remains a significant number of unemployed adolescents with limited access to formal employment.  
When employment is obtained, it is often characterized by minimum wages and, in some cases, the absence  
of legally mandated benefits.  
In this regard, The Constitution of the Republic of Ecuador, specifically Article 46(2), establishes the  
principle of special protection against any form of labor or economic exploitation of adolescents. It explicitly  
prohibits employment for children under the age of fifteen and stipulates that any permissible work must be  
exceptional, non-hazardous, andmustnotinterferewiththerighttoeducationortheindividual’scomprehensive  
personal development.  
Accordingly, it is important to highlight that the national legal framework designed to protect this  
specific social group is The Organic Code of Childhood and Adolescence (2014), which regulates, under Title V  
“On the Work of Children and Adolescents” (Articles 81 to 95) the conditions and legal parameters governing  
such activities, with particular emphasis on the provisions set forth in Article 81  
Article 81. Right to Protection against Labor Exploitation.  
“Children and adolescents have the right to be protected by the State, society, and the family  
against labor and economic exploitation, as well as against any form of slavery, servitude, forced  
labor, or work that is harmful to their health or to their physical, mental, spiritual, moral, or social  
development, or that may hinder the exercise of their right to education.”  
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This implies that no child or adolescent should be engaged in labor; however, if there is an unavoidable  
necessity to work, such activity must be carried out under special conditions that do not affect their physical  
or mental health, nor restrict their right to attend school. Furthermore, they should receive fair remuneration  
consistent with their work in order to meet their own needs and those of their family.  
Under these principles of protection, the hiring of persons under fifteen years of age is prohibited in  
Ecuador, in accordance with Article 82 of The Organic Code of Childhood and Adolescence, which establishes:  
“Article 82. Minimum Age for Employment.  
The minimum age for all types of work, including domestic service, is set at fifteen years, subject to the  
exceptions provided in this Code, as well as in other laws and international instruments with legal force in the  
country.” It is also important to note that the working day must not exceed six hours per day, nor more than  
five days per week, and must not interfere with the right to education.  
Although decent work is a fundamental element for personal development and the respect for human  
dignity, in the case of children and adolescents, education plays a central role in achieving their integral  
development. It is through education that they can grow, mature, and fully develop their intellectual and  
cognitive abilities, enabling them to reach their full potential in a holistic and sustainable way.  
As established in Article 44 of The Constitution of the Republic of Ecuador: “The State, society, and  
the family shall prioritize the integral development of children and adolescents and ensure the full exercise  
of their rights; the principle of their best interests shall be upheld, and their rights shall prevail over those of  
others.” From this perspective, it is necessary to formulate propositions grounded in the underlying semantic  
framework of this issue.  
For this to occur, educational institutions, industry, and government must work collaboratively to ensure  
an equitable workforce. In this regard, Ramírez (2014) emphasizes that this social space is highly relevant  
for academia, society, and the workers involved, as they constitute the future generation that will contribute  
to national development. These theoretical contributions encourage continued reflection and reaffirm the  
importance of upholding their rights across all spheres political, economic, social, legal, and cultural, alignment  
with principles of social justice.  
To achieve this structural transformation within the Ecuadorian educational system, the relevant  
authorities must design and sustain a high-quality academic plan.  
Poverty as a driving force of child and adolescent labor  
It is both relevant and illustrative to recall the position of UNICEF regarding child labor, which states that  
not all tasks performed by a child constitute child labor. Rather, it refers to activities that demand excessive  
hours, are inappropriate for the child’s age, pose risks to their health and well-being, deprive them of playtime,  
and hinder their access to education. This doctrinal perspective is grounded in The Declaration of the Rights  
of the Child, which has been ratified by Ecuador and is reflected in its constitutional framework.  
Accordingly, this study invites reflection on this social problem, which is not limited to developing  
countries but is a global phenomenon. Therefore, it is essential to continue striving to ensure that, at least  
within Ecuador, children and adolescents are no longer deprived of their aspirations and fundamental rights.  
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Concluding considerations and reflections  
In Latin America, and particularly in Ecuador, child and adolescent labor persists across multiple sectors.  
This social reality demands programs, public policies, and regulatory frameworks that effectively guarantee  
the rights of working minors. Despite existing legal protections, many are still subjected to exploitation by  
individuals or legal entities that employ them, even on a part-time basis, and in some cases, by their own  
families. These circumstances reflect a deeply complex social condition.  
In the absence of effective implementation of government programs at both national and regional levels,  
organizations representing these minors have taken on the role of promoting their integration, recognizing the  
severity of the issue. Institutions such as UNICEF and International Labor Organization has played a central  
role. In Ecuador, The Ministry of Economic and Social Inclusion has developed action plans for the prevention,  
awareness, and eradication of child labor, as well as for promoting dignified working conditions for adolescents  
(2022–2026), including initiatives implemented by the Municipio del Distrito Metropolitano de Quito.  
This concern is framed within compliance with constitutional and legal principles established in  
Ecuadorian legislation, emphasizing equality and the need to ensure living conditions that enable children  
and adolescents to achieve integral development and fully enjoy their childhood and youth.  
Therefore, it is essential to develop mechanisms of social coexistence that define how members of society  
interact with one another, engage with their environment, and access the resources necessary to guarantee  
their survival and well-being, through age-appropriate activities that do not compromise their future.  
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References  
Convention on the Rights of the Child. (1989).  
19, 2023).  
Ramírez de Castillo, A.. (2014). Child and Adolescent Labor from a Human Rights Perspective. Doctoral  
Dissertation, PhD in Social Sciences (Labor Studies). University of Carabobo, Valencia, Venezuela.  
Retrievedfrom:http://mriuc.bc.uc.edu.ve/bitstream/handle/123456789/1053/aCastillo.pdf?sequence=1  
The International Labour Organization Worst Forms of Child Labour Convention (No. 182).  
The International Labour Organization. Children in Child Labour. Retrieved from: https://www.ilo.org/ipec/  
ChildlabourstatisticsSIMPOC/WCMS_817932/lang--es/index.htm  
The International Labour Organization. Minimum Age Convention (No. 138).  
The Ministry of Economic and Social Inclusion. Children aged 5 to 14 engaged in labor. Ecuador.  
The Ministry of Economic and Social Inclusion. District Action Plan for the Prevention, Awareness, and  
Eradication of Child Labor and Guarantees to Promote Decent Working Conditions for Adolescents  
2022–2026. Municipio del Distrito Metropolitano de Quito.  
The National Assembly of Ecuador. Code on Childhood and Adolescence (2014).  
The National Assembly of Ecuador. Constitution of the Republic of Ecuador (2008).  
United Nations. Convention on the Rights of the Child.  
Universal Declaration of Human Rights. December (1948).  
Translation Note: Special thanks to professor Michelle Plaza Martínez (University of Guayaquil) for the academic translation  
of this manuscript into English.  
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