Revista Minerva (ISSN 2953-6316) es una publicación electrónica de carácter científico, es gratuita y de acceso abierto, se dedica a la publicación semestral de artículos resultados de investigaciones originales en español e inglés que abarcan una variedad de temas relacionados con educación y formación docente. La revista es editada por la Universidad de Guayaquil, Facultad de Filosofía, Letras y Ciencias de la Educación. El propósito de la revista es difundir resultados de investigación de centros, universidades y entidades dedicadas al desarrollo de la sociedad en general. La Revista Minerva está dirigida a docentes, investigadores y a la comunidad académica en general. Indexaciones. Latindex Catálogo: https://www.latindex.org/latindex/ficha/27405 Dialnet: https://dialnet.unirioja.es/servlet/revista?codigo=27685 ROAD: https://portal.issn.org/resource/ISSN/2953-6316#
Transhumanismo y posthumanismo transhumanista:
El objetivo de este trabajo es analizar el transhumanismo y su avance hacia el posthumanismo transhumanista desde perspectivas filosóficas, históricas y éticas, evaluando su potencial y sus riesgos. Se adopta una metodología cualitativa y crítico-reflexiva basada en investigación documental, revisando fuentes primarias y secundarias para examinar fundamentos conceptuales, desarrollos tecnológicos actuales y sus implicaciones sociales. El análisis identifica como rasgo clave el paso de la selección natural a la modificación intencional, así como el carácter fragmentado de su desarrollo, condicionado por desigualdades en acceso, recursos y motivaciones. El concepto de “evolución personalizada” evidencia cómo estas diferencias pueden reforzar desigualdades estructurales. Si bien existen avances notables en mejora sensorial y restauración funcional, no transforman de forma radical la biología humana, lo que cuestiona la existencia de verdaderos “transhumanos”. Se concluye que el impacto del transhumanismo depende de su implementación y gobernanza. Orientado por principios éticos e inclusión, puede ampliar el potencial humano y preservar identidad, individualidad y dignidad. Sin estas garantías, podría derivar en un proceso excluyente y regresivo.
Copyright (c) 2025 Eduardo De La Torre https://creativecommons.org/licenses/by-nc-nd/4.0
Design Thinking in Education: An Approach through Systematic Literature Review Tools
Design Thinking (DT) is a teaching methodology that fosters soft skills in students. To explore new lines of research regarding its application, it is important to rely on high-quality Systematic Literature Reviews (SLRs), which must be developed using appropriate methodological tools. The objective is to analyze the application of SLR tools to DT in education. A qualitative, documentary, exploratory, and descriptive approach was used, employing the databases Scopus, Dimensions, and SciELO, with research lines focused on DT and education. The results identify PRISMA, SPIDER, SALSA, and MMAT as the most commonly used tools in SLRs, though not specifically in DT. The use of MMAT in mixed-method studies on DT is recommended for future research.
Copyright (c) 2025 PhD. Patricio Medina Chicaiza, Lilibeth Fonseca Balseca https://creativecommons.org/licenses/by-nc-nd/4.0
Technological platform of learning apps to strengthen academic performance and interactive learning in language and literature
This study aims to assess the effectiveness of the plataform LearningApps as a didactic resource designed to improve academic performance and promote a more dynamic learning experience in the subjects of Language and Literature. It seeks to analyze how the interactive and personalized activities offered by the platform contribute to the development of reading and writing skills and to increase student participation. In addition, the study examines teachers’ and students’ perceptions regarding the tool’s usefulness, user-friendly, and interactivity. Objective: To implement a technological strategy that strengthens interactive learning through dynamic and personalized activities among Basic General Education students at Unidad Educativa Miguel Merchán Ochoa. This digital platform facilitates the creation of educational content, and its application enhances teaching and learning processes. Therefore, LearningApps fosters personalized learning by simplifying the creation and production of didactic resources adapted to students’ needs, learning styles, and proficiency levels, leading to a better understanding of the academic content. Methodology: A mixed-method approach was employed, combining qualitative and quantitative techniques within a descriptive and applied research design. The study population consisted of 150 Basic General Education students, with a sample of 100 participants selected through non-probabilistic convenience sampling. Data were collected through surveys administered to students and teachers, direct observations, and the analysis of diagnostic and final assessments. In the initial evaluation (pre-test), most students demonstrated medium or low performance levels. Subsequently, after implementing the pedagogical proposal using the LearningApps platform, a significant improvement was observed in the post-test results. Surveyed teachers reported that the use of this tool fosters collaborative learning, creativity, and active participation, particularly in the area of Language and Literature. In summary, LearningApps proved to be an effective didactic resource that enhances interaction and cooperative work, adapting to the teaching process and students' real learning needs.
Learning Apps, platform, performance, learning, interactive, language and literature.
Copyright (c) 2025 Lcda. Maritza Calle Wilchis, Lcda. Lupita Cárdenas Matute, Mg. Hendy Maier Pérez Barrera, Ph.D. Teresa Santamaria López https://creativecommons.org/licenses/by-nc-nd/4.0
Active teaching strategies for literacy learning in second-year students of Basic Education
Learning to read and write is a fundamental pillar, not only in the academic field, but also for life in general. Therefore, the objective of this research was to design active teaching strategies for literacy learning in second-year elementary school students. A diagnosis was conducted using a mixed approach that incorporated theoretical and empirical methods such as classroom observation, teacher interviews, and a diagnostic test administered to 25 students. The results showed limited literacy proficiency, phonological difficulties, poor reading comprehension, low levels of written production, and teaching methods dominated by memorization and mechanical copying. In response, an organized proposal of active teaching strategies was designed, focusing on the cognitive, procedural, and attitudinal development of literacy skills, and integrating multisensory, playful, narrative, and phonological activities. The proposal included block planning, activity sequences, and instructional materials adapted to the educational level. It was validated through consultation with specialists, who evaluated the proposal as relevant, practical, and capable of immediate implementation in similar school settings. The proposal is aligned with the current Ecuadorian curriculum, improving reading comprehension, written expression, and students' motivation for literacy, thus contributing significantly to the goal of establishing a more efficient and comprehensive basic education.
Copyright (c) 2025 Lcda. Amparo Marroquin Cabrera, Lcda. Yomaira Alejandra Aristega Sandoval, PhD. Yadyra de la Caridad Piñera Concepción, PhD. Roger Martínez Isaac https://creativecommons.org/licenses/by-nc-nd/4.0
Efectos y situación actual de la pandemia en la educación básica del Ecuador
El articulo aborda los efectos educativos y situación actual que la pandemia del covid-19, ha dejado en la educación básica pública en Ecuador, administrada por el Ministerio de Educación, desde un enfoque cualitativo, utiliza la técnica de revisión bibliográfica teniendo como fuentes principales de información el portal de datos abiertos, la página web de la institución, y estudios vinculados. Entre sus resultados encuentra una disminución de la tasa de matrícula en relación a periodos anteriores; la implementación del plan aprendamos juntos en casa y luego el currículo priorizado de prepandemia en forma síncrona en línea. A manera de proyección por estudios realizados en América Latina, se estima que las pérdidas de aprendizaje en 14 meses de cierre de escuelas estarían entre los rangos del 72,5%, al 88%; sin que a la fecha tengamos una evaluación concreta como las realizadas en Argentina y Panamá, ni acciones tendientes a revertir sus resultados. Finalmente, el optar por una educación a distancia hubiese disminuido estos porcentajes en la población infantil más vulnerables.
Educación básica; pandemia; pérdidas de aprendizaje.
Copyright (c) 2025 Psic. John Flores Moran https://creativecommons.org/licenses/by-nc-nd/4.0
Formación docente en diseño de materiales interactivos con inteligencia artificial
El presente estudio tuvo como finalidad diseñar un plan de formación docente que permita el uso de herramientas de inteligencia artificial para el diseño de materiales pedagógicos interactivos en la Unidad Educativa Particular “Nuestra Señora del Cisne”. Cabe resaltar que la propuesta se estructuró en tres módulos distribuidos en siete sesiones presenciales respectivamente, en las cuales se incluyeron diferentes actividades teórico-prácticas, así como la exploración tecnológica y la producción didáctica situada. Asimismo, la metodología empleada fue de tipo aplicada, con enfoque descriptivo y diseño cuasiexperimental, utilizando instrumentos de recolección cuantitativa para medir el impacto del programa en cuatro dimensiones específicas. Para efectos de la propuesta de este trabajo se integraron tres herramientas principales tales como ChatGPT, para la construcción textual de contenidos pedagógicos esenciales para el cuerpo docente; Curipod, como medio para generar presentaciones interactivas con participación en tiempo real; y MagicSchool.ai, orientada a la elaboración de materiales diferenciados y recursos de evaluación formativa respectivamente. Así, los resultados post implementación evidenciaron un progreso real en la apropiación técnica, la capacidad de diseño interactivo, el uso evaluativo de las plataformas y la disposición positiva del profesorado para incorporar estas tecnologías en el aula. Se concluye a partir de ello, que el plan de formación resultó pertinente, funcional y efectivo, consolidando una práctica docente más innovadora, contextualizada y coherente con los desafíos actuales del entorno educativo actual.
Copyright (c) 2025 Lcda. Dayana Casa Tinoco, Lcda. Estela Montero Murrieta, PhD. Raidell Avello-Martínez, PhD. Tatiana Tapia-Bastidas https://creativecommons.org/licenses/by-nc-nd/4.0
Lo cualitativo y lo cuantitativo no deben asumirse como enfoques de las investigaciones científicas.
El presente artículo apunta al análisis filosófico y metodológico de las investigaciones científicas con relación a los denominados enfoques cuantitativo, cualitativo y mixto, exigidos hoy día al sustentar una tesis determinada. Amparados tras la lógica dialéctica, consideramos uno de sus principios basales, a saber, el trueque de los cambios cuantitativos a cualitativos y viceversa, sustentando la idea de su unidad y negando la probabilidad filosófica de que alguno de dichos cambios pueda devenir enfoque subyacente a las investigaciones científicas. Así mismo, hablar de unos cambios y otros, en el sentido de mezclarlos, como enfoques que a la investigación científica conciernen, nos parece un acto de extrema irreverencia a los dictados de la filosofía moderna, al hacer de lo mixto solo una palabra disfrazada de conocimiento profundo y una pretendida revelación filosófico-intelectual. Por otra parte, en el artículo se fundamenta la relación entre lo cuantitativo y lo cualitativo, el razonamiento inductivo-identificatorio, el razonamiento deductivo-demostrativo y la estadística descriptiva e inferencial, tomando como pivote la tipología del conocimiento que se obtiene, luego de sus aplicaciones.
Copyright (c) 2025 PhD. Rogelio Bermúdez, M.Sc. Ayin Pentón https://creativecommons.org/licenses/by-nc-nd/4.0
Brain plasticity in childhood: autonomous mental training strategies to enhance social development
Child development is an important process in which brain plasticity supports executive function, making it essential to provide adequate conditions for establishing optimal brain function. If this process is disrupted by environmental, psychological, social, and cultural factors, it can result in developmental delays or impairments, impairing children's quality of life. This study is descriptive, prospective, quantitative, with a finite population of 30 children aged 4 to 5 years. This documentary study reviews three field projects. It is retrospective and allowed for indirect observation of children's abilities. The purpose was to analyze the teaching methods, tools, and knowledge of teachers and parents regarding cognitive stimulation and its influence on learning through independent play. The results showed that children who received guidance regarding rough play instructions were better than those who performed soft play activities. This concludes that games contribute to adequate neuronal plasticity, ensuring good cognitive development and other areas. The research identified effective methods for stimulating children's brains, ensuring that children develop their abilities in a supportive and nurturing environment.
neuronal plasticity, cognitive development, child development, infants, playful
Copyright (c) 2025 Mg. Alexandra Irrazabal Bohorquez, MSc. Alicia Ruiz Ramirez https://creativecommons.org/licenses/by-nc-nd/4.0
Diagnosis of the Effectiveness of Pedagogical Processes for Meaningful Learning of Physics in High School: A Case Study at Unidad Educativa Aníbal San Andrés Robledo, Jaramijó, Ecuador
<span lang="EN-CA" style="font-size: 11.0pt; line-height: 107%; font-family: 'Calibri',sans-serif; mso-ascii-theme-font: minor-latin; mso-fareast-font-family: Arial; mso-hansi-theme-font: minor-latin; mso-bidi-theme-font: minor-latin; mso-font-kerning: 0pt; mso-ligatures: none; mso-ansi-language: EN-CA; mso-fareast-language: EN-US; mso-bidi-language: AR-SA; mso-bidi-font-weight: bold; mso-bidi-font-style: italic; mso-no-proof: yes;">Physics is an experimental science that seeks to explain all the phenomena of the universe. In Ecuador, the level of learning required in Physics reveals that the objectives set by the Ministry of Education for the subject in public institutions are not being achieved. This may be due to the inadequate use of teaching tools by educators. Moreover, many Physics teachers lack proper training and the necessary pedagogical skills to make the concepts relevant for students. The absence of effective teaching methods is a recurring issue, as Physics education often relies on memorization of formulas and theories without connecting this knowledge to practical or everyday applications. This not only hampers meaningful learning but also demotivates students, who fail to see the relevance of Physics in their daily lives. For this reason, the following research conducted a diagnostic assessment of Physics teaching for second-year high school students at Unidad Educativa Aníbal San Andrés Robledo. This was achieved through interviews with two teachers from the institution, observation of the development of three Physics classes, and the application of a test to measure student knowledge. The diagnostic results showed that in this educational institution, students do not achieve meaningful learning in Physics due to the ineffective application of teaching strategies, compounded by the teacher's lack of adequate training. This underscores the need to develop a didactic strategy to achieve meaningful learning.
Copyright (c) 2025 Alex Anzulez Rivera, Iván Arteaga Pita https://creativecommons.org/licenses/by-nc-nd/4.0
The Flipped Classroom as a Strategy for Pedagogical Innovation in Higher Education.
This systematic review article aims to analyze the benefits and challenges of implementing the flipped classroom in higher education, based on a review of academic studies published in various regionally and internationally indexed journals. A mixed-methods approach was applied, combining quantitative and qualitative perspectives, and the PRISMA protocol was used to select and evaluate the 20 scientific articles included in the review, which cover different disciplines and multiple countries. The findings indicate that the flipped classroom fosters student motivation, classroom participation, autonomy, and improved academic performance, while also enhancing soft skills and collaborative problem-solving. However, challenges were also identified, such as the lack of technological infrastructure, cultural resistance to change, and the need for specialized teacher training to ensure effective implementation. The study concludes that, although this pedagogical strategy holds great potential to transform higher education, its success largely depends on institutional support, curricular planning, and faculty commitment; therefore, higher education institutions must provide adequate support to maximize the benefits identified in classroom practice.
Copyright (c) 2025 Joe Ronald Vélez-Ulloa, Homero Abel Ramírez-Cabrera, Eduardo Erasmo Morán-Quijije, Pedro Cedeño Salazar https://creativecommons.org/licenses/by-nc-nd/4.0
Didactic strategies based on gamification to improve acaedemic performance in upper secondary students of the FIP Accounting Program
The study examines the incorporation of gamification-based teaching strategies to address low academic performance and lack of motivation among second-year technical accounting students at FIP. The objective was to evaluate the impact of these active methodologies on students’ motivation, participation, and the development of cognitive and socio-emotional skills. The methodology employed a mixed, cross-sectional approach with a non-probabilistic sample of 23 students from the Unidad Educativa Fiscal “Capitán Giovanni Calles” (2024–2025), collecting data through digital questionnaires and interviews with three teachers. Results showed that over 90% of the students rated gamification positively, with noticeable improvements in participation, motivation, and academic performance. Teacher interviews confirmed this positive perception, although initial resistance was noted due to technological limitations and lack of training. The proposed intervention consisted of implementing gamified strategies in 40-minute class sessions, particularly in subjects perceived as difficult, to make learning more dynamic. In conclusion, gamification proved effective in enhancing academic and socio-emotional performance, fostering autonomy, and creating a participatory learning environment, positioning it as a methodology that can be replicated in other educational contexts.
Copyright (c) 2025 Md. Kleber Peniel Sánchez Sánchez, Lcda. Jeaneth Alexandra Betancourt Perenguez, PhD. Beatriz Lourdes Alvarado León, PhD. Ramón Guzmán Hernández https://creativecommons.org/licenses/by-nc-nd/4.0
La clase práctica en la asignatura Educación Moral y Ciudadana: una propuesta metodológica
The study proposes a new approach to the class as a way of organizing the teaching-learning process for the subject Moral and Citizen Education, more meaningful, attractive, emotional and captivating, in Basic Secondary School. The class is conceptualized as: theoretical-practical, experimental, systematization and practical transfer, for the treatment of the content of the programs and the development of communicative and investigative skills of the students. Methodological considerations are determined that favor the training process, as it allows the involvement of agents of the cultural partner context, as a concretion of interagency agreements in the educational project of educational institutions.
Copyright (c) 2025 Mgtr. Jorlys Roberto Palomino García., PhD. Orlando Fonseca Báez https://creativecommons.org/licenses/by-nc-nd/4.0
Storytelling strategies for developing oral expression in fifth grade.
The development of oral expression constitutes an essential component of Language and Literature, as well as a transversal skill within the Ecuadorian curriculum, included in the communicative linguistic competence. Therefore, this research focuses on this object of study, aiming to design storytelling strategies for the development of oral expression in fifth grade students at the Sebastián de Benalcázar Public School. Theoretical, empirical, and mathematical-statistical methods were used, with a mixed methodology. A diagnosis was conducted at the school through a teacher survey, content testing, and documentary analysis. These findings revealed deficiencies in oral expression and student dialogue; average command of timbre and tone of voice, coherence problems, and poor vocabulary, as well as decontextualized use of teaching strategies in Language and Literature classes. Based on the above, storytelling teaching strategies are proposed as a scientific outcome: storytelling and dramatization through narrative techniques, role-playing, theatrical improvisation, and simulated interviews. These strategies were validated by specialist consultation and received a high evaluation. Storytelling is a commendable alternative for promoting the development of oral expression within a dynamic and interactive teaching-learning process.
Copyright (c) 2025 Lcda. Lissette Stefania Herrera Silva, Lcda. Ramona Cecibel Vaca Palomino, PhD. Yadyra de la Caridad Piñera Concepción, PhD. Virginia Sánchez Andrade https://creativecommons.org/licenses/by-nc-nd/4.0
The Digital divide and its impact on Ecuadorian educational equity
The post-pandemic (COVID-19) period highlighted inequalities in access to digital education, deepening the digital gap that already existed in contexts like ours, Guayaquil, Ecuador. This project aims, in addition to analyzing the influence of the digital divide on educational equity, to propose a solution that can be implemented in the educational field. We will focus on our Guayaquil context through a systematic bibliographic review of literature published between 2015 and 2024, based on academic data (Scielo, Redalyc, Dialnet, SpringerLink) and reports from international organizations (UNESCO, ECLAC). The results identify structural factors, such as limited technological infrastructure and insufficient teacher training, and sociocultural factors. Strategies based on connectivist, constructivist, and socio-critical approaches, aligned with the Ecuadorian national curriculum, are proposed to promote digital inclusion in education. These strategies would include disseminating and teaching the use of multiplatform and Web Based tools such as Google Classroom, Google Meet, WhatsApp, and YouTube, designed to be accessible. Promoting their use on basic devices and even with limited connections, with a view to improving access to online education with simple adjustments. Sharing their benefits for sustainable education and bridging gaps in resource-limited areas.
information and communication technologies
Copyright (c) 2025 Emilia Garcia Perdomo, Ronald Lliguin Ochoa https://creativecommons.org/licenses/by-nc-nd/4.0
A model for teacher training in artificial intelligence and learning analytics for course design in Moodle
The process of continuous teacher training is an interest of any educational system and if it is based on technological developments such as artificial intelligence (AI), learning analytics (LA) and Moodle course design, it becomes even more relevant. The objective of this research was to develop a model for training teachers in artificial intelligence (AI), learning analytics (LA) and Moodle course design to be applied in their teaching practice. For this purpose, the theoretical, historical-logical and inductive-deductive methods were used. From the empirical point of view, diagnosis, a semi-structured interview, modeling, expert criteria and Regnier's abacus were used. The results obtained were the development of a training model applicable and contextualizable to the pedagogical practice of each teacher, with the advantage that it can be adapted and improved depending on their training needs. It is concluded that IA and AA tools are fundamental in the design of virtual courses that must be designed, organized and executed by the teachers to whom they are addressed, and another important element is that those involved can become multipliers in the application of the model.
Copyright (c) 2025 Lcdo. Diego Columba Tibanta, PhD. Raúl López Fernández, PhD. Tatiana Tapia Bastidas https://creativecommons.org/licenses/by-nc-nd/4.0
Teacher Training for the Design and Implementation of Virtual Learning Environments at the Elementary Sublevel
This study focuses on examining the design and implementation of Virtual Learning Environments (VLEs) in primary education in grades two, three, and four in Ecuador, with an emphasis on teacher training to improve their technological proficiency and foster creative and innovative teaching methods. The study identified deficiencies in teachers' access to technical resources and digital skills and proposes addressing these weaknesses through targeted training sessions. To achieve this, a quantitative strategy was employed that included assessments, seminars, and surveys with 12 teachers at the Milenium Educational Unit in Guayaquil. The results of the VLE implementation at the school show notable improvements in teachers' digital skills in the use of technological resources. However, they face challenges such as workload management, limitations of digital infrastructure, and unequal access to technology, with 38.5% not receiving training in the use of technological tools. The study concludes that to modernize educational methods and ensure equitable and dynamic learning experiences, it is essential to include virtual learning environments (VLEs) in the curriculum through ongoing teacher training and investment in technology.
Copyright (c) 2025 Liz Tamara Tutiven Marquez, Victor Paul Untuña Soria, Msc.María Gabriela Jurado Martínez, Msc.Luis Alberto Alzate Peralta https://creativecommons.org/licenses/by-nc-nd/4.0
AppEmprende ISTG: Plataforma para la Promoción, Gestión y Búsqueda de Emprendimientos Estudiantiles
Esta investigación surge de la necesidad de proporcionar una plataforma digital que facilite la gestión, promoción y búsqueda de emprendimientos estudiantiles dentro del Instituto Superior Tecnológico Guayaquil. Forma parte del semillero de investigación en Aplicaciones Móviles de la carrera de Desarrollo de Software, con el objetivo de desarrollar una aplicación móvil llamada "AppEmprende ISTG", que permita a los estudiantes y emprendedores registrar, divulgar y gestionar sus negocios dentro de la comunidad educativa. Los usuarios podrán acceder a la aplicación mediante su cuenta institucional o en modo invitado, teniendo acceso a funciones como la búsqueda de emprendimientos, publicación de negocios, filtrado de categorías y gestión de sus propios emprendimientos. La aplicación cuenta con un sistema de aprobación administrado por un moderador, garantizando la calidad y autenticidad de los negocios publicados. Para el desarrollo de AppEmprende ISTG, se empleó la metodología ágil Kanban, asegurando flexibilidad y adaptabilidad en cada iteración del proceso de desarrollo. Con esta herramienta, se facilita la integración de mejoras continuas basadas en las necesidades de los usuarios y la comunidad educativa. Se concluye que el desarrollo de esta aplicación proporciona un beneficio significativo a los estudiantes emprendedores, permitiéndoles impulsar sus negocios dentro del ecosistema académico del ISTG. Además, se fortalece la digitalización y organización de emprendimientos en la institución, optimizando el acceso a información comercial relevante para la comunidad educativa. Palabras clave: aplicación móvil, emprendimiento estudiantil, gestión de negocios, sistemas digitales, herramientas digitales, ISTG.
Copyright (c) 2025 Ing. Laura Preciado, Ing. José Luis Rendón https://creativecommons.org/licenses/by-nc-nd/4.0
Pedagogical Guide to the Improvement of Family Environment and School Performance in Sixth Year.
The objective of this research was to design a pedagogical guide for the improvement of the link between the family environment and school performance in the sixth year of the "“9 de Octubre”" School. A quantitative and descriptive approach methodology was used, through surveys of parents and teachers, observation sheets and documentary review. The results showed that 62% of the families have low involvement in their children's education, limiting the academic and emotional support necessary for their school performance; 25% show moderate participation and only 13% demonstrate high commitment. In addition, teachers pointed out that most students lack support in homework and educational resources, while the observations reflected difficulties in study habits and participation in the classroom. It is concluded that the lack of intra-family communication and poor academic support affect learning, so a series of strategies such as family incentives, training workshops and recognition systems were proposed to strengthen the relationship between the school and families. The proposal, validated through participatory methodologies, seeks to generate a positive impact on the academic and social development of students.
Copyright (c) 2025 Lcd. Luis Antonio Carabali, Lcda. Diana Cabrera Cabrera2, Ph.D. Yadyra de la Caridad Piñera Concepción3, Ph.D. Virginia Sánchez Andrade4 https://creativecommons.org/licenses/by-nc-nd/4.0
Implementación de una aplicación información app de matemáticas para estudiantes de Básica Superior de la Escuela de Educación Básica Particular Ciudad de Jerusalén
This paper aims to analyze the implementation of a mobile educational application for mathematics learning in 8th, 9th, and 10th-grade students at the Escuela de Educación Básica Particular Ciudad de Jerusalén. The methodology followed three phases: customizing the app with content aligned to the official curriculum, training teachers to integrate the tool into their lessons, and continuous tracking of student progress through the platform’s reports. The results showed that consistent use of the app contributed to improved understanding of complex mathematical concepts, particularly in algebra and geometry. However, some students faced initial challenges in adapting to the technology, highlighting the importance of continuous support. In conclusion, the implementation of this technological tool in the educational process represents an effective strategy to strengthen mathematics learning, though its success depends on ongoing teacher training and proper student support.
Copyright (c) 2025 Bernardo Josue Encalada Escobar, Ernesto Isaac Encalada Escobar, Sarai Daiana Gonzaga Franco https://creativecommons.org/licenses/by-nc-nd/4.0
Plataforma tecnológica Canva para motivar el aprendizaje en la asignatura de Historia en los estudiantes de la Unidad Educativa Juan Henríquez Coello
The research focuses on the use of the digital platform Canva to create educational resources in the subject of history, aiming to increase the motivation of first-year high school students at Juan Henríquez Coello Educational Unit. In response to the lack of motivation in classrooms, the study seeks to modernize traditional teaching methods and adapt them to new generations. The methodology included the creation of educational resources that demonstrated a change in learning. The results showed a notable improvement in student motivation and understanding, reflected in an increase in their grades. It is proposed to continue implementing Canva in the curriculum and develop teaching materials that facilitate learning. In conclusion, Canva is revealed as a significant tool for enhancing the teaching of history and optimizing the educational process for students.
Copyright (c) 2025 Vítala Honorina Cuenca Barragán , Ph. D. Teresa Mirian Santamaria López , Mg. Wellington Isaac Maliza Cruz https://creativecommons.org/licenses/by-nc-nd/4.0
Abrapalabra: in the learning of reading and writing for second-grade children with educational needs
ABSTRACT Our research clearly shows that the use of Abrapalabra as a teaching tool to improve literacy in second-grade children with special educational needs designs knowledge in an environment of interactive and gamified elements. The small study conducted highlights the barriers to learning and offers strategies for student participation, socialization, and motivation within educational settings and their own practices. Currently, the incorrect use of technological tools further confuses children with special educational needs, and their attention can be focused primarily on visual and auditory aspects. This study is purposeful and based on the analysis of the impact of the Abrapalabra tool on improving these skills. To this end, a mixed approach was adopted based on a quasi-experimental design with pretests and posttests in the intervention group of the study. The sample consisted of 21 students, 23.81% of whom were students with special educational needs, 6 teachers, and 21 parents. Surveys, interviews, diagnostic tests, and systematic observations were used to analyze reading skills, motivation, and socialization. The conclusions drawn included a significant increase in literacy, writing, and reading comprehension, as well as increased student motivation and greater social integration in the classroom. Teachers, parents, and experts highlighted in their statements the usefulness of Abrapalabra in promoting inclusive, motivating, and effective education, particularly for students with special educational needs.
Keywords: Abrapalabra; connectivity; special educational needs; reading and writing; inclusion.
Copyright (c) 2025 Washington Eduardo Díaz Quenguán, Dra. Morán Borja Lila Maribel PhD, Dra. Rudy García Cobas PhD. https://creativecommons.org/licenses/by-nc-nd/4.0
Incidence of AI in the development of soft skills in Baccalaureate students in the Dr. José María Velasco Ibarra Educational Unit
The use of artificial intelligence (AI) has reached significant development, becoming a widely used tool in various areas of daily life, especially in the educational context. Students increasingly turn to AI tools as a fast-track to completing their academic assignments. While this practice can facilitate the completion of school activities, it also poses significant challenges, such as the decline in the development of soft skills essential for social interaction, such as communication, critical thinking, teamwork, and creativity. In this context, the objective of this research is to analyze the impact of AI use on the development of soft skills in high school students at the Dr. José María Velasco Ibarra Educational Unit in Ecuador. To achieve this purpose, a mixed methodological approach was employed, with an exploratory and descriptive scope, through interviews and questionnaires with a sample of 76 students. Preliminary results suggest that excessive use of AI could negatively impact the development of essential socioemotional and cognitive skills, highlighting the importance of educational strategies that integrate these tools in a balanced and formative way.
Copyright (c) 2025 Zoila Josefina Roldán Monge, Mgtr. Hendy Maier Pérez Barrera https://creativecommons.org/licenses/by-nc-nd/4.0
ERROR-BASED LEARNING. A PROPOSAL AS A NEW DIDACTIC STRATEGY IN MEDICAL EDUCATION
Introducción: El aprendizaje basado en errores es una estrategia educativa enfocada en el uso de errores como fuente de aprendizaje. Mediante el análisis y corrección de errores que conducen al razonamiento y a la memoria. El propósito de este estudio consiste en comparar los descubrimientos de investigaciones anteriores acerca del aprendizaje basado en errores en la educación médica. El método es: Se llevó a cabo una revisión sistemática de los artículos publicados entre 2013 y 2023. Utilicé diversos buscadores como Google Academic, Scopus, Embase, Clínica Key y Web of Science como fuentes de datos. La búsqueda se basó en diferentes palabras claves y estrategias de aprendizaje. Resultados: se identificaron cuatro temas principales a través del análisis de los artículos seleccionados: generalidades de la educación basada en errores y diversas disciplinas de enseñanza médica. Conclusiones: Se determinó que incluir errores en la formación médica motivan a los estudiantes, los mismos necesitan ser estimulados o inducidos; representando un impacto positivo al dar la oportunidad de encontrar y corregir errores motivando al estudiante a investigar.
Copyright (c) 2025 Ramon Miguel Vargas Vera, Martha Veronica Placencia, Silvia Placencia, Kathiuska Vargas Silva https://creativecommons.org/licenses/by-nc-nd/4.0
Impacto de las practicas estudiantiles en el bachillerato tecnico
The implementation of student internships in Technical High School is essential for developing job skills, but it faces significant limitations. There is a disparity in the quality and access to these internships between public, semi-public, and private institutions, raising concerns about educational equity. Although designed to bridge theory and practice, internships often fall short due to the disconnect between educational institutions and companies. A critical challenge is the refusal of many companies to allow students to intern in areas related to their technical training. This not only frustrates students but also undermines the educational purpose of internships, preventing them from acquiring relevant skills. Furthermore, agreements between institutions and companies often remain on paper, with little effective communication and genuine commitment. In light of this situation, it is urgent to rethink linkage strategies, promoting more effective dialogue and supervision mechanisms that ensure compliance with agreements. Only real collaboration between education and the business sector will guarantee that internships fulfill their purpose, creating a skilled workforce prepared for the future.
Copyright (c) 2025 Leyda Coral León Alvarado, Mina Quiñonez Kitty Johanna , PhD. Segress García Hevia https://creativecommons.org/licenses/by-nc-nd/4.0
Las E-rúbricas y su incidencia en el sistema de evaluación de los estudiantes de la asignatura de Lengua y Literatura
The present study explores the incidence of e-rubrics in the evaluation system of the subject of Language and Literature for students of the “Gonzalo Córdova” School of Basic Education. The limitations of the traditional evaluation method are identified, characterized by a simple direct grade that does not completely evaluate the student or offer useful feedback for their academic development. Through a preliminary diagnosis that included surveys and interviews with students and teachers, problems of equity and personalization were evident in the current evaluation. E-rubrics, digital tools that allow for a more structured and specific assessment, are proposed as a solution to improve the accuracy and fairness of assessments. This study hypothesizes that the implementation of e-rubrics in Language and Literature increase the quality of the evaluation, facilitating more detailed feedback and promoting greater equity in the evaluation process. Preliminary results suggest a growing interest among teachers in adopting technologies that optimize the evaluation process and increase students' motivation and academic performance. This article provides a foundation for future research on the integration of digital tools in educational assessment, highlighting the potential of e-rubrics to transform traditional assessment practices Keywords: E-rubric, evaluation, Language and Literature.
Copyright (c) 2025 Gina Morán Piguave, Consuelo Estrada Galarza, Ph.D.Mariela Tapia-Leon, Ph.D. Giselle Rodríguez Caballero https://creativecommons.org/licenses/by-nc-nd/4.0
ICT Policies implemented in Peru during the 80s, 90s and 2000s: state of the art and some reflections
Since its inception, the implementation of educational policies on technology in Peru, has been developed discontinuously. Through documentary research and interviews with officials, this research analyzes the achievements and difficulties that the ICT EBR educational policies proposed and carried out in Peru have had in recent decades. The intrinsic and extrinsic, educational and management factors are shown. They have determined that the various initiatives undertaken for the incorporation of technologies in the educational system have not been adequately maintained over time and consequently, until now there is no level of management and clear and defined leadership to guide the necessary procedures to establish a sustainable technological educational policy projected to adequately face all conjunctural changes in education.
Copyright (c) 2025 Inés Ruiz de Castilla, Aurora De la Vega, Mónika Camargo https://creativecommons.org/licenses/by-nc-nd/4.0
Gamificación como estrategia didáctica para motivar el aprendizaje en los estudiantes de Básica Superior
This research focuses on evaluating whether gamification in classes increases students' motivation and participation, thus improving their academic performance. The effects of gamification on intrinsic and extrinsic motivation are analyzed, seeking to align the educational process with current student expectations. The general objective of this study is to determine how gamification can motivate the learning of Upper Basic students. Specific objectives include theoretically justifying the use of gamification, diagnosing the current level of student motivation, designing a didactic proposal based on this strategy, and evaluating its effectiveness. The research used an experimental design with 94 students from the Montalvo Educational Unit, divided into two groups: one experimental (with gamification) and one control (traditional teaching). Exploratory, bibliographical, and field methods were applied, using surveys to collect data. The analysis was mixed, focusing on variables such as motivation and participation. The results showed that 47.31% of the experimental group reported high motivation with tools like Socrative, compared to 26.69% of the control group. Furthermore, 53.07% of the experimental group felt that these strategies improved their understanding in the social studies subject, compared to 29.90% of the control group. Participation was also significantly higher in the experimental group (73.4% vs. 13.2%). Finally, 87.2% of the experimental group noticed improvements in their academic performance after the intervention. It is recommended to regularly incorporate gamification in education to meet the current needs of students.
Copyright (c) 2025 Carola Concepcion Chávez Angulo , Lia Del Rocio Jara Pacheco , Ph.D. Teresa Santamaria-López , Mg. Hendy Maier Pérez Barrera https://creativecommons.org/licenses/by-nc-nd/4.0
EL APRENDIZAJE BASADO EN PROBLEMAS, COMO ESTRATEGIA EDUCATIVA EN LOS ESTUDIANTES DE MEDICINA. 1984-2020.
<pre class="tw-data-text tw-text-large tw-ta" dir="ltr" data-placeholder="Traducción" data-ved="2ahUKEwjc9aexnu6KAxWlsoQIHTUiGjYQ3ewLegQIDRAU" aria-label="Texto traducido: The objective of this review is to show the scientific evidence that explains the importance of problem-based learning as an educational strategy for medical students in the period 1984-2020. This descriptive review was carried out by searching for bibliographies using several documentary sources. It was based on the descriptors or keywords and the objective of the research, obtaining that they explain the importance of problem-based learning as an educational strategy for medical students in the period 1984-2020. This descriptive review was carried out by searching for bibliographies using several documentary sources. It was based on the descriptors or keywords and the objective of the research, obtaining primary sources from original publications in scientific studies and recent information, as well as secondary sources in electronic databases such as: Dialnet, Microsoft Academic, ERIC, ANUIES, SCIELO, Redalyc.org, MEDLINE, Index Medicus, LILACS, EMBASE, SCOPUS, etc. and sources of information in evidence-based journals. 60 research articles were selected following the descriptors or keywords, of which 30 articles were excluded for not meeting the proposed objectives, 11 did not correspond to PBL, but were related to other teaching and learning strategies, and 19 articles were from the">The objective of this review is to show the scientific evidence that explains the importance of problem-based learning as an educational strategy for medical students in the period 1984-2020. This descriptive review was carried out by searching for bibliographies using several documentary sources. It was based on the descriptors or keywords and the objective of the research, obtaining that they explain the importance of problem-based learning as an educational strategy for medical students in the period 1984-2020. This descriptive review was carried out by searching for bibliographies using several documentary sources. It was based on the descriptors or keywords and the objective of the research, obtaining primary sources from original publications in scientific studies and recent information, as well as secondary sources in electronic databases such as: Dialnet, Microsoft Academic, ERIC, ANUIES, SCIELO, Redalyc.org, MEDLINE, Index Medicus, LILACS, EMBASE, SCOPUS, etc. and sources of information in evidence-based journals. 60 research articles were selected following the descriptors or keywords, of which 30 articles were excluded for not meeting the proposed objectives, 11 did not correspond to PBL, but were related to other teaching and learning strategies, and 19 articles were from the but they are related to other teaching and learning strategies, and 19 articles were from PBL: of which 1 article focused on learning in chemical sciences, 1 article on veterinary anatomy, and one article on kinesiology. The scientific articles reviewed explain the importance of problem-based learning, as an educational strategy for medical students at universities, in the period 1984-2020, allowing the application of this educational strategy in the medical career.
Copyright (c) 2023 Ramon Miguel Vargas-Vera, Martha Verónica Placencia-Ibadango , Juan de la Cruz-Lozado , Silvia Maribel Placencia-Ibadango , Kalid Stefano Vargas-Silva https://creativecommons.org/licenses/by-nc-nd/4.0
Self-inspection in educational institutions. Requirements and methodological procedures
This investigation is part of the studies related to the improvement of the National System of Education. It is unquestionable that the improvement of the quality is indissolubly associated to the evaluation of the educational process whose objective is to provide tools on the operation of the activity of school internal inspection and the results that they are obtained in the different levels. so much for those that have responsibility in their address and administration, like it stops each one of the factors that you/they participate in him. As problematic they are limitations in the internal forces of the institutions, there are lacks in the most efficient answers to the requirements of the educational community, there are lacks in achieving a system that allows to obtain a valid and systemic information to measure and to evaluate the behavior and the efficiency in the different stadiums of the process and to identify the factors that explain in more proportion the achievements and inadequacies of the educational institution, keeping in mind the acting of each one of those implied in the development and results of the process, sustained in a conception and dialectical-materialistic and humanist method, when applying survey, revision of documents and observation to classes that it puts in the center from their attention to the human resource. As a result a body of demands is presented and to proceed methodological of the activity of school internal inspection in the educational institution. The activity of Inspection contributes to the achievement of the quality of the education and in consequence the process that is carried out inside each institution, the internal inspection.
Copyright (c) 2024 Dra. Isabel Diardes Sanjurjo, Dra. Lázara Herrera Martínez , Dr. Héctor Diego Martínez-Ochoa , Dra. Juana Yamila Guerra Roman , Dra. Lázara Bastida Lugones https://creativecommons.org/licenses/by-nc-nd/4.0
Pragmatism and its influence on Chemistry teaching
This study investigates the influence of pragmatism in chemistry education, focusing on the integration of experiential learning to enhance pedagogy. Through a systematic literature review and empirical analysis, the research explores how pragmatism-driven strategies improve student engagement and learning outcomes. The research included an in-depth analysis of peer-reviewed articles, conference papers, and relevant books from leading databases. The results highlight that experiential learning, driven by pragmatism, significantly improves student engagement and conceptual understanding. The study concludes that the integration of pragmatism in chemistry education leads to a more effective learning process, fostering critical thinking and problem-solving skills in students
Copyright (c) 2024 Emily Cañas Quinto, Carolina Stefania Gutierrez Pincay , Melina Isabel Prieto Lainez https://creativecommons.org/licenses/by-nc-nd/4.0