Explorador Digital

Impact of generative artificial intelligence tools on strengthening literacy in second-year elementary school children

2026-07-15T15:57:33+00:00

Introduction: Education today faces great challenges due to the dizzying advance of technology. This is evident in the first years of schooling, where reading and writing constitutes a central axis of the educational process, which, if not consolidated progressively, produces a fracture in academic development. Objectives: To analyze the impact that Generative Artificial Intelligence (AGI) tools can have on the strengthening of reading and writing in second-year students of Basic Education (EGB) of an urban institution in the province of Morona Santiago, Sucúa. Methodology: A pre-experimental design was applied with pre-test and post-test in a single group, consisting of 28 participants. Results: Reading and writing activities supported by the IAG were worked on for two weeks to progressively strengthen writing, reading comprehension and written production. After implementation, students showed improvements in phoneme recognition, reading fluency, comprehension of short texts, and a decrease in errors in written production. Conclusions: It is concluded that the integration of AGI, mediated by the teacher, contributes significantly to progressively strengthening reading and writing in the first years of basic education. General area of study: Education. Specific area of study: Artificial Intelligence applied to education. Type of item: original.

Scratch-mediated teaching strategy on the development of algebraic thinking in ninth-grade students of basic general education

2026-07-15T15:58:50+00:00

Introduction: the development of algebraic thinking in Basic General Education constitutes a fundamental process for understanding mathematical relationships and transitioning toward higher levels of abstraction. However, numerous studies show that students present difficulties in pattern identification, the use of variables, and the generalization of relationships, due to the predominance of traditional teaching methodologies. In this context, the integration of technological tools such as Scratch emerges as an innovative alternative to strengthening these learning processes. Objective: to design a didactic strategy mediated by Scratch for the development of algebraic thinking in ninth-grade students of Basic General Education. Methodology: the research was conducted under a mixed-methods approach, with a longitudinal pre-experimental design, applying a pretest and a posttest to a particular group of 35 students. Additionally, a semi-structured interview was conducted with five mathematics teachers. Quantitative data were analyzed using descriptive statistics, while qualitative data were examined through categorization by dimensions. Results: the findings revealed a low initial level, with an average achievement of 41.1% and 77.1% of students at initial and basic levels. After the intervention, improvements of over 30 percentage points were observed, reaching achievement levels above 70% in most indicators and 71.5% of students at satisfactory and advanced levels. Conclusions: the Scratch-mediated didactic strategy significantly contributes to the development of algebraic thinking by enhancing the understanding of variables, pattern identification, and the generalization of relationships, establishing itself as an effective and innovative pedagogical alternative. General area of study: education. Specific area of study: mathematics. Type of item: original.

Assessment of mathematical competencies through project-based learning in high school: a comparative analysis between public and fiscomisional institutions

2026-07-15T15:59:42+00:00

Introduction. The assessment of mathematical competencies in upper secondary education remains a challenge for schools seeking to move beyond practices focused on memorization, procedural repetition, and the exclusive evaluation of results. In this context, Project-Based Learning is a relevant methodological alternative for promoting problem solving, logical reasoning, collaborative work, and the application of mathematical knowledge to situations close to students’ realities. Objective. To analyze assessment criteria and practices based on Project-Based Learning for evaluating mathematical competencies among upper secondary students from public and publicly funded faith-based schools. Methodology. The study followed a mixed-methods approach, with a convergent parallel design, descriptive-comparative scope, and cross-sectional orientation. A total of 183 students and 13 mathematics teachers from two educational institutions in Esmeraldas participated. Surveys, semi-structured interviews, and document analysis were used for data collection. Quantitative data were processed through absolute frequencies and percentages, while qualitative information was examined through content analysis and methodological triangulation. Results. The findings show that students perceive a limited use of projects and real-life problems in mathematics assessment, especially in public institutions. In contrast, teachers provide a more favorable assessment of their own evaluative practices, revealing a gap between students’ perceptions, teachers’ views, and documentary evidence. Triangulation made it possible to identify the need for clearer assessment criteria to evaluate processes, performance, argumentation, collaborative work, and contextualized evidence. Conclusion. The study concludes that the assessment of mathematical competencies in the analyzed institutions requires more explicit articulation with Project-Based Learning through formative and authentic criteria that allow teachers to evaluate not only final products but also the learning process. The study contributes a proposal of assessment criteria applicable to public and publicly funded faith-based educational contexts. General area of study: Education. Specific area of study: Pedagogy and didactics of mathematics. Type of study: Original article.

Historiography of Riobamba's broadcasting on the centenary of Ecuadorian radio

2026-07-15T16:00:36+00:00

Introduction: Analog broadcasting played a decisive role in the communicational, cultural, and social development of Riobamba, becoming a historical landmark of Ecuadorian radio throughout the twentieth century. Objective: To reconstruct the historiography of broadcasting in Riobamba on the centenary of Ecuadorian radio by identifying the emergence, development, and disappearance of the radio stations that operated on Shortwave (SW) and Amplitude Modulation (AM). Methodology: This study adopted a historical-biographical approach with a descriptive scope. It was based on documentary and hemerographic review, oral testimonies, interviews with broadcasters from the period, and the administration of a questionnaire to 74 professionals linked to the broadcasting sector. Results: The findings demonstrate that Riobamba played a pivotal role in the origins of Ecuadorian broadcasting with Radio El Prado and document the trajectory of seventeen radio stations that contributed to the informational, educational, cultural, religious, and community development of Chimborazo. Discussion: identified the main factors behind the decline of analog broadcasting, including audience migration to FM broadcasting, the emergence of the Internet and digital platforms, rising operational costs, declining advertising investment, and the limited technological modernization of AM stations. Conclusion: Broadcasting in Riobamba represents a communication heritage of significant historical and cultural value. Its preservation contributes to understanding the evolution of mass media in Ecuador while safeguarding the memory and legacy of the pioneers who shaped its development. General field of study: Communication. Specific field of study: Communication and Culture.

Teachers' perceptions of the integration of technological resources in environmental education

2026-07-24T15:17:24+00:00

Introduction. Environmental education requires experiences connected to the school context and teaching mediation that gives pedagogical meaning to digital resources. Objective. To analyze teachers’ perceptions of the integration of technological resources in environmental education, considering student results as complementary contextual information. Methodology. The study followed a quantitative, non-experimental, cross-sectional and descriptive design. A Likert scale was applied to four teachers, and a student dataset of 43 valid cases processed in SPSS was reviewed. Results. Teachers’ assessment was high: 97.5% favorable for technological resources and 100% for environmental education. Among students, 62.8% reached a medium level, and the mean score was 7.581 out of 10. Conclusion. Teachers show openness to technological use, although student data suggest the need to strengthen planning, guidance and didactic continuity. General area of study: Education. Specific area of study: Environmental education and educational technology. Type of study: Original article.

Diagnostic study of the family´s role in the implementing of innovative practices in early childhood education

2026-08-08T15:08:03+00:00

Introduction. The implementation of innovative practices in early childhood education faces challenges related to teacher training, the availability of adequate spaces and family participation, as the home constitutes the child’s first learning environment. Objective. The purpose of this study was to diagnose the role of the family in the implementation of innovative practices in early education in public educational institutions of the Pujilí canton, considering the participation, accompaniment, and perception of parents in the face of innovative pedagogical strategies. Methodology. A quantitative approach was used, with a non-experimental design, cross-sectional and descriptive scope. The sample was made up of 35 parents from five educational institutions in the Pujilí canton. A questionnaire validated by expert judgment and with a reliability of a=0.894 (Cronbach’s alpha) was applied. Data were analyzed using descriptive statistics, Pearson correlation, linear regression, chi-square, and ANOVA Results. It was evidenced that the family role presented a moderately high mean (M=3.64; SD=1.07); however, it did not show significant correlations with the use of ICT in the classroom (r=0.144; p=0.408) and a positive correlation between the use of ICT in the classroom and logical-mathematical learning (r=0.549 p<0,001). Conclusion. The diagnosis made it possible to characterize the participation, accompaniment, and perception of families in the face of innovative practices in early education. In the sample studied, family innovative did not show a direct influence on the implementation of these practices, which suggests that the institutional context and pedagogical conditions play a relevant role in the development of educational innovation. General Area of Study: Education. Specific area of study: Initial Education / Educational Innovation. Article type: Original.

Diagnosis of the level of implementation at educational innovation practices in early education institutions

2026-08-08T15:08:00+00:00

Introduction: this research analyzes the limitations that hinder the implementation of educational innovation practices in the teaching-learning process in Early Childhood Education, considering that the incorporation of innovative methodologies and technological resources constitutes a fundamental element to improve educational quality and respond to the needs of the current context. Objective: to diagnose the limitations that hinder the implementation of educational innovation practices in the teaching-learning process. Methodology: it was developed with a qualitative approach, with descriptive design and inductive method. For the collection of information, the interview was used as a technique and the semi-structured interview guide as an instrument, applied to two teachers from educational institutions in the province of Cotopaxi. The information obtained was organized, coded, and analyzed using the ATLAS.ti software. Results: it was identified that the main barriers to educational innovation are insufficient teacher training in ICT, the limited availability of technological resources, connectivity problems and institutional conditions that restrict the incorporation of innovative strategies. In addition, it was evidenced that the appropriate use of technological resources favors motivation, participation, and the development of significant learning in children when there are teacher training and institutional support. Conclusion: the effective implementation of educational innovation practices requires strengthening teachers' digital skills, improving technological infrastructure, and consolidating an institutional culture oriented towards innovation, to optimize teaching and learning processes and promote higher quality education at the initial level. General area of study: Education. Specific area of study: Early Childhood Education. Type of study: Original article.