Introduction: this article describes an integrative strategy based on Project-Based Learning (PBL) supported using the Genially tool, implemented in high school students in a context of limited teaching digital skills and scarce technological resources. Objectives: the objective of the strategy was to develop scientific, research, communicative and digital competencies through the creation of interactive content. Methodology: a mixed methodological design was used, applying pre- and post-digital self-efficacy questionnaires, project evaluation rubrics, and satisfaction scales. Results: the results show significant improvements: a mean increase of 0.84 points in digital self-efficacy and a 74.2% improvement in the quality of the product produced, with large effects (Cohen's d > 0.9) and statistically significant results (p < 0.001). Conclusions: It is concluded that the proposed strategy is effective and relevant for digital transition contexts, favoring autonomy, creativity, and collaborative learning through interactive tools. Its adaptive implementation is recommended in institutions with similar characteristics. General area of study: education. Specific area of study: education. Type of item: original.

Introduction: 21st century education requires pedagogies that develop communication, critical thinking, and creativity. However, traditional teaching methodologies in Language and Literature persist, generating student disinterest and widening the gap between school culture and digital culture. Objective: To analyze the implementation of Book Creator as a pedagogical strategy through the creation of collaborative multimedia projects to improve motivation and meaningful learning in Language and Literature for 7th grade students. Methodology: Narrative bibliographic review of studies published between 2019-2025 in academic databases (Scopus, Web of Science, ERIC, Dialnet, Redalyc, SciELO), following a systematic protocol for literature search, selection, and thematic analysis. Results: The implementation demonstrated high effectiveness, with 92% success in multimedia integration, 87% in narrative coherence, and 78% in linguistic accuracy. An increase from 5.5 to 8.7 points (out of 10) in writing competencies was observed, representing a 58% improvement in academic performance. Conclusion: Book Creator establishes itself as an effective pedagogical strategy for transforming Language and Literature teaching, developing communicative-digital competencies, and promoting active and collaborative learning, although its success critically depends on teacher training and digital equity. General Area of Study: Education. Specific Area of Study: Educational technology applied to Language and Literature teaching. Type of Study: Narrative bibliographic review.

Introduction. In the Ecuadorian context, including the province of Esmeraldas, educational institutions adopt pedagogical practices and approaches in teaching mathematics at the high school level. This approach generates different outcomes among students, which, in turn, influence the quality of the educational process. Aspects such as teacher training, the availability of teaching and technological resources, class size, and institutional policies vary between public and fiscal institutions. The proposed analysis describes the educational landscape surrounding mathematics learning, yielding key findings regarding educational quality and continuous improvement in mathematics teaching. By examining the pedagogical differences and similarities between both institutional categories, it is possible to obtain information that allows for the implementation of practices to promote educational equity, allowing students, regardless of their school environment, to participate in a mathematical training process that responds to the demands of their daily lives. Objective. To analyze pedagogical practices and approaches in high school mathematics teaching in public and fiscal institutions in the Esmeraldas canton. Methodology. This is an exploratory, cross-sectional study with a correlational design and a qualitative approach. The synthetic method was used. A survey was administered to a sample of 216 high school students from a public institution and a fiscal-commissioned institution, as well as 20 teachers from both institutions who teach mathematics. Results. There is evidence of a lack of active participation and collaborative work among students in class, which limits the development of skills such as communication, reflection, and critical thinking. This situation also demonstrates a widespread perception of demotivation toward learning mathematics, along with a limited integration of technological tools by teachers. This suggests a pedagogical practice that lacks innovation, focusing on traditional methods that fail to respond to the needs and diversity of students. Conclusion. It is concluded that pedagogical practices and approaches in teaching mathematics at the high school level in public and fiscal institutions in the Esmeraldas canton present significant differences. Although efforts to apply active, student-centered methodologies are evident in both contexts, public institutions face structural and resource limitations that hinder the effective implementation of these strategies. The lack of teaching materials, limited access to educational technologies, and a lack of teacher training negatively affect the development of students' mathematical skills. General Area of Study: Education. Specific area of study: Mathematics Education. Type of study: Original article.

Introduction: The teaching of the Plant Species module in Technical Baccalaureate in Agroecology faces challenges such as traditional methodologies, low student motivation, and weak connection with socio-cultural realities. Objective: To analyze the impact of artistic-cultural education on the development of labor competencies in the Plant Species module among second-year students of the technical baccalaureate in agroecological production at Unidad Educativa Especializada “Lola Lasso de Uribe.” Methodology: Mixed-method research, exploratory-descriptive level, non-experimental design. Direct observation, student surveys, and interviews with teachers and administrators were applied. Artistic-cultural activities (agroecological graffiti, cultural exhibitions, artistic expressions in the orchard) were integrated into the teaching-learning process. Results: There was a significant increase in student well-being, motivation, and participation; technical competencies in biological control techniques, agroecological harvesting, and post-harvest processes improved. Conclusion: Artistic-cultural education fosters meaningful learning, increases engagement, and strengthens agroecological labor competencies by integrating technical knowledge with creativity, cultural identity, and environmental commitment. General study area: Pedagogy. Specific study area: Artistic-cultural education in technical agroecological training. Type of study: Original article.

Introduction. Currently, addressing STEM (Science, Technology, Engineering, and Mathematics) pedagogical challenges is one of the main concerns in education. Consolidating STEM competencies at the high school level is essential as it enables students to respond to the challenges of the 21st century, which are framed by the continuous advancement of technology and the demand for technical and analytical skills in all areas of society. Objective. To analyze the factors that cause a gap between traditional methods and STEM pedagogical challenges in the digital age in a private educational institution located in the city of Quito. Methodology. A quantitative, correlational, field-based, quasi-experimental, longitudinal study based on the analytical-synthetic method. A pretest and posttest were administered to a sample of 48 first-, second-, and third-year high school students. Results. The predominant methodology for addressing STEM pedagogical challenges is the lecture-based approach, which reflects a traditional teaching trend aligned with the persistence of one-way approaches that limit active student participation. Conclusion. The gap between traditional teaching methods and the challenges posed by a STEM pedagogical approach in the digital age stems from the persistence of teaching practices focused on lectures and the limited training of teachers in STEM areas and emerging technologies. This methodological gap limits the development of key competencies such as critical thinking, problem-solving, and collaborative work skills, which are essential in today's context. General Area of Study: Education. Specific area of study: High school education. Type of study: Original articles.