Introduction: This article explores the integration of Information and Communication Technologies (ICTs) into pedagogical processes, highlighting how these tools have transformed traditional teaching models into more interactive, personalized, and inclusive approaches. Contemporary education faces the challenge of adapting to an ever-changing digital environment, where ICTs become fundamental allies to enhance learning. Objective: To analyze the impact of ICTs on the best pedagogical methodologies. Methodology: A mixed approach was adopted. First, a documentary analysis was conducted on previous studies related to the implementation of ICTs in education. Subsequently, a collection of statistical data on the use of ICTs in educational pedagogy was applied. Result: The results show that the majority of teachers consider that ICTs significantly improve student motivation and facilitate the teaching of complex content. Tools such as virtual learning platforms, interactive applications, and gamification systems stood out as the most effective in terms of participation and knowledge retention. However, the study also highlighted the need for greater teacher training and equitable access to technology. Conclusions: The incorporation of ICTs in education has proven to be a valuable tool for transforming pedagogical processes and fostering meaningful learning, as well as for ongoing teacher training and inclusive educational policies that ensure their use in diverse contexts. This study underscores the importance of combining technology and pedagogical innovation to address the challenges of 21st-century education.

Introduction. Currently, teaching mathematics has become a challenging activity for eighth-grade elementary school students. One of the main reasons why the approach to mathematics and the development of logical-mathematical skills become a problem in the classroom is the use of a traditional methodology. This means that many teachers encourage the memorization of concepts and procedures, which prevents a deep understanding of mathematics, the development of skills, and their application in real life. In this way, students fail to approach the subject in a meaningful way, and they fail to develop the logical-mathematical and technical skills that are essential to consolidate analytical thinking that allows them to solve problems. Objective. To develop a proposal based on the problem-solving methodology for the promotion of logical-mathematical and technical skills in eighth-grade students of basic general education at the "Don Bosco" Fisco-missionary Educational Unit located in the province of Esmeraldas. Methodology. Quantitative and applied study. The analytical-synthetic and deductive-inductive methods were used. The research techniques included a pretest and posttest with a particular group of eighth-grade students in Basic General Education. Non-probability and convenience sampling were used. The sample consisted of 85 eighth-grade students, aged between 12 and 13. Results. The results obtained show that after applying the problem-solving methodology, there was a notable change in students' perceptions of the strategies used in the classroom to strengthen their mathematical and technical skills. The pretest data determined that most students agreed that the main activity used by the teacher was solving exercises written in notebooks. However, after the intervention, most students stated that problem-solving became the main methodology applied. Conclusion. The research conducted allows us to conclude that the application of problem-solving methodology in mathematics instruction produced significant improvements in the perception, motivation, and development of logical-mathematical and technical skills in eighth-grade students at the "Don Bosco" Catholic School, located in the province of Esmeraldas. This is because the methodology transformed the traditional approach based on rote exercises into a dynamic, contextualized, and participatory learning experience, fostering mathematical understanding and reasoning. General Area of Study: Education. Specific area of study: Mathematics Education. Type of study: Original articles.

Introduction. Higher education faces the challenge of transforming its teaching practices to meet the demands of increasingly complex social and academic contexts. For this reason, active methodologies are being incorporated as innovative strategies aimed at meaningful learning and academic motivation among university students for their professional future. Objective. To investigate the relationship between active methodologies as a pedagogical innovation strategy and meaningful learning among students at the State Polytechnic University of Carchi (Ecuador), considering factors such as student participation, knowledge construction, academic motivation, and the role of the university teacher. Methodology. A quantitative study was developed with a non-experimental design, as well as being cross-sectional in scope and correlational in nature. Data collection included the application of Likert scale and multiple-choice surveys to students and teachers at the State Polytechnic University of Carchi (UPEC). The reliability of the instrument was verified using Cronbach's alpha, and the data were analyzed using descriptive and inferential statistics. Results. The analyses obtained from the surveys show that active methodologies favor critical thinking, participation, and knowledge acquisition in university students. However, there are still limitations related to teacher training, resistance to change, and a shortage of institutional resources. Conclusion. Active methodologies benefit meaningful learning when they are integrated in a planned manner, with institutional support and continuous training processes for teachers, which highlights the need to strengthen continuous teacher training processes and pedagogical support strategies for their correct implementation. General area of study: Education. Specific area of study: Higher education. Type of study: Original articles.

Introduction: this research analyzed the relationship between digital competencies, based on the DigComp 2.2 framework, and higher-order thinking skills in 140 mechatronics students from the Universidad Técnica del Norte (Ecuador). Objective: to determine the relationship between the level of digital competencies and higher thinking skills in mechatronics students at the Universidad Técnica del Norte, Ibarra, 2025-2026. Methodology: a quantitative approach with a non-experimental, cross-sectional, and correlational design was used, applying two Likert-type questionnaires to assess digital competencies and analysis, evaluation, and creation skills. Results: the descriptive results showed average levels in both variables and showed a close relationship between the development of digital competencies and the strengthening of complex cognitive processes. Conclusions: these findings highlight the importance of integrating pedagogical strategies that promote critical and creative use of digital technologies in higher education. General area of study: Education. Specific area of study: Digital Skills. Type of item: original.

Introduction: Academic writing is an essential competence around language and literature, as it allows students to express and argue ideas in a coherent and structured way. However, in seventh grade students, difficulties persist related to textual organization, coherence, argumentation, and the proper use of spelling and grammar. In this context, the pedagogical integration of artificial intelligence tools such as ChatGPT emerges as an innovative alternative to strengthen these processes, if their use is guided, critical, and ethical. Objective: to strengthen academic writing skills in seventh grade students through the implementation of an interactive manual designed in Canva, aimed at the efficient use of prompts in ChatGPT as a didactic strategy. Methodology: The study adopted a mixed approach, descriptive and initiative-taking, with a non-experimental and cross-sectional design. The sample was made up of 35 students and 3 teachers from the Avenir Educational Unit. Likert scale surveys and semi-structured interviews were applied, whose data were statistically analyzed. Results: Significant improvements were evidenced after the intervention: textual organization and academic writing showed increases of more than 70%, argumentative coherence improved by 68% and spelling correction by 65%, in addition to strengthening the responsible use of the tool. Conclusions: The guided implementation of ChatGPT, through structured pedagogical prompts, significantly strengthens academic writing and consolidates itself as a complementary didactic resource that enhances learning without replacing critical thinking or student autonomy. General area of study: Education. Specific area of study: Pedagogy. Type of item: original.