Científica Nexus La Revista Científica Nexus es una publicación académica dedicada a la divulgación de investigaciones multidisciplinarias con un enfoque en la innovación y el desarrollo del conocimiento. Su misión es proporcionar un espacio para la difusión de estudios originales, revisiones críticas y avances científicos en diversas áreas del saber, promoviendo el diálogo entre investigadores, académicos y profesionales. Gracias a su proceso de revisión por pares, Nexus garantiza la calidad y rigor metodológico de los artículos publicados, contribuyendo así al fortalecimiento del pensamiento crítico y al avance de la ciencia. Además de su compromiso con la excelencia académica, la Revista Científica Nexus busca fomentar la accesibilidad y el impacto de la investigación a nivel global mediante su formato digital de acceso abierto. Esto permite que estudiantes, docentes y especialistas de distintas disciplinas puedan beneficiarse de los conocimientos compartidos sin restricciones. Con una periodicidad establecida y una plataforma moderna de publicación, Nexus se posiciona como un referente en la comunidad científica, incentivando la colaboración internacional y el intercambio de ideas para la solución de problemáticas actuales.
Meaningful learning as a methodological strategy for teaching Chemistry and Biology in High school
The teaching of Chemistry and Biology at the high school level presents difficulties related to the abstract nature of their content, the predominance of memorization-based practices, and the limited connection between scientific concepts and students’ everyday experiences. The objective of this research was to analyze meaningful learning as a methodological strategy to strengthen the teaching of these subjects among first-year high school students. The study applied a mixed-method strategy using descriptive, non-experimental, and cross-sectional design. The research population comprised 25 students, three teachers, and two administrators at Vicente Rocafuerte Public Educational Institution. The data collection was done through the use of a Likert scale questionnaire, semi-structured interviews, and document analysis. The findings indicated that 72% of the students noted motivation increase from using previous knowledge; 76% appreciated explanations supported with the help of videos, images, and presentation materials; and 68% acknowledged importance of practicing activities. Furthermore, 48% of the students at Vicente Rocafuerte Public Educational Institution reported difficulties in learning Chemistry, demonstrating the need to strengthen the teaching strategies used. The interviews revealed limitations related to the availability of chemical reagents, technological resources, and teacher training. It was concluded that meaningful learning provides pedagogical conditions that promote the contextualization of content, motivation, and conceptual understanding. However, student participation remains an area that needs improvement. Nevertheless, due to the study design, the findings do not establish cause-and-effect relationships but rather reflect perceptions and observed trends.
Copyright (c) 2026 Revista Científica Nexus
Family factors associated with socio-emotional well-being and Academic performance in basic education students
Co-responsibility between the family and the school is a fundamental component that enhances the educational processes for students in basic education. This is even more critical for students in instances where social, emotional, and economic factors directly affect their performance in school. The purpose of this article is to examine the relationship between co-responsibility between families and schools and the learning processes of students in basic education, specifically in the case of Ecuadorians. To accomplish the objective, a qualitative and documentary bibliographic methodology was employed, which was grounded in recent academic literature relating to family involvement, parental support, socio-emotional wellness, and student academic success. The results of the study indicated that family involvement, the establishment of a continuous and fluid line of communication with schools, family support for schoolwork and the provision of socio-emotional support for students positively impact student motivation, persistence, academic self-esteem and academic success. In contrast, the lack of co-responsibility between the family and school may result in disinterest in school, low performance, problems with behaviour and weak study habits. It is concluded that co-responsibility between the family and the school is not something that is done occasionally, but contains an established methodology and is a planned and collaboratively implemented practice among teachers, families and educational organisations that promotes the provision of a comprehensive, inclusive and contextualised education.
Recreational strategies as mediators of cognitive and social development in contemporary early childhood educational environments
This article analyzes the role of recreational strategies as mediators of cognitive and social development in early childhood educational settings, from a documentary–bibliographic approach. The study looks at the role of play in education by reviewing both scientific and pedagogical literature from both classical and contemporary writers who support the value of play in developing new ideas through play (or play-like activities). The results suggest that this kind of activity encourages students to be active builders of knowledge through combining their preceding knowledge to those experiences that are meaningful; this is in accordance with both the constructivist and/or meaningful learning theories. The emotional development of children is also enhanced through the use of these activities by allowing for greater self-confidence and positive feelings about oneself, as well as providing opportunities to express those feelings. The teacher is viewed as a key mediator in implementing these activities and how to use them, especially by planning educationally focused play-based lesson plans for use in the classroom. In addition, students who engage in recreational activities will develop better social skills, such as cooperation, empathy, and resolving conflicts; thus improving relationships long after they leave the classroom. However, the analysis also reveals limitations related to teacher training and curricular rigidity. In conclusion, recreational strategies are consolidated as a fundamental axis for comprehensive child development, highlighting the need for their systematic integration into contemporary educational practices.
Active methodologies for developing critical thinking in social studies teaching
Social Studies education is vital in helping learners better understand historical events, various social problems, and how to engage in their communities. However, the reliance on lecture-based, memorization-based approaches to teaching may limit students' ability to analyze, argue, and participate in discussions. The present study aimed at assessing the effect of active methodologies on students' critical thinking, understanding, and engagement. A mixed-methods descriptive non-experimental cross-sectional field study was conducted with the use of 80 students, three teachers and one school authority from Guayaquil. Quantitative data were collected using Likert-type surveys and qualitative data – via semi-structured interviews. Based on the data analysis process, we found that the implementation of visual and technological aids along with collaborative activities was viewed positively, whereas the scores associated with participation was relatively low. Overall, it should be concluded that with proper pedagogical planning and teachers training active methodologies can promote students' critical thinking.
Inclusive education: pedagogical responses to classroom diversity
Inclusive education has become a fundamental approach within contemporary educational systems, aiming to ensure access, permanence, and active participation of all students regardless of their individual characteristics. The goal of this paper is to examine how teachers have responded to diversity in their classrooms through inclusive education methods. We used a qualitative approach of gathering information and analyzing educational resources through scholarly publications and by documenting educational practices for inclusion. Through this analysis of educational resources, we are examining inclusion's theoretical foundation and identify key teaching strategies that will help provide equitable education opportunities to all students. Four of the identified main strategies include adapting curriculum, using flexible teaching strategies, providing student’s opportunities to work cooperatively with each other, and having an awareness of the socio-emotional support required by students. In addition to these strategies, the teacher, as a change agent, is critical in establishing an inclusive classroom that values and embraces equity, inclusion and diversity. The results of the study indicated the systematic and planned use of these strategies, in response to diversity in the classroom, led to increased student engagement, improved classroom environment, and higher academic achievement. In conclusion, we believe that inclusive education serves a dual purpose in not only enhancing academic performance but also developing critical, compassionate, and socially responsible people who can help create an equal and socially just society.
Diseño Universal para el Aprendizaje (DUA) para el aprendizaje e inclusión de estudiantes con necesidades educativas especiales
El presente artículo realiza una aproximación al Diseño Universal para el Aprendizaje (DUA). Este es considerado como una estrategia pedagógica con el propósito de potenciar la inclusión de los estudiantes con necesidades educativas especiales en Educación Básica Media. La investigación fue llevada a cabo en la Unidad Educativa Albert Einstein, situado en Milagro (Ecuador) trabajando con una muestra conformada por 45 estudiantes. El trabajo se desarrolló principalmente desde un enfoque mixto, de tipo descriptivo y no experimental; realizando para tal finalidad un trabajo de campo a través de una encuesta estructurada y de una guía de observación a través de una hoja de evaluación. En esta ocasión, el análisis se ha centrado en cuatro dimensiones: la accesibilidad de los contenidos, en participación activa, en diversidad de estrategias metodológicas y en percepción de inclusión. Los resultados muestran que, aunque existen prácticas pedagógicas en favor de la inclusión, se requiere de una formación más flexible, en el uso de recursos más multisensoriales, en la adaptación de las actividades y la evaluación diferenciada, tal y cómo se utilizó en la planificación curricular. Conclusiones a las que se llegó: el DUA es una alternativa válida para reducir las barreras del aprendizaje, propiciar la participación de todos los estudiantes y establecer ambientes educativos más equitativos. Por otro lado, fue puesta de manifiesto la necesidad de realizar una formación continua a través de distintas instancias y de una gestión institucional que favorezca la inclusión desde la planificación curricular.
Cooperative dynamics to strengthen understanding of inorganic compounds in upper secondary education
The teaching of inorganic chemistry faces challenges related to the theoretical nature of its content, the use of symbolic language, and the limited student participation in methodologies that rely solely on teacher lectures. The purpose of this research was to analyze students' evaluations of cooperative learning activities used to facilitate the understanding of inorganic compounds at the high school level. A mixed-methods, non-experimental, cross-sectional design with an exploratory-descriptive scope was employed. The study included 82 first-year high school students from the Clemente Yerovi Indaburu Public School, selected from the available student population. Data was collected through a Likert-scale questionnaire, field observation, and an interview with school officials. The study found that the teaching guide for understanding inorganic compounds received positive feedback (70.7%), as did the assignment of roles (69.5%) and the formulation of common objectives to coordinate group work (67.1%). In contrast, the Jigsaw method was rated positively by only 36.6% of participants, with a high proportion of neutral responses. It is concluded that cooperative learning activities are a suitable teaching option for promoting participation and aiding in the learning of inorganic compounds, although they require teacher planning, systematic monitoring, and activities focused on reflection and analysis.
The role of play as a pedagogical mediator in synchronous virtual learning in early childhood education
This study analyzes the role of play as a pedagogical mediator in synchronous virtual learning among children in early childhood education. In the context of contemporary digital education, playful strategies have gained relevance as didactic resources that promote active participation, motivation, and meaningful learning at early ages. The research was conducted under a mixed-method approach, with a descriptive and field-based design, involving students, teachers, and families in the educational process. Data collection occurred via either direct-observation or by providing participants with pre-structured questionnaires to complete before they went into a play-based learning experience (PBLE). The results of this research suggest that there are positive relationships between the inclusion of play and the development of children's cognitive/social/emotional skills, and greater engagement/interaction during the PBLE assignment for all students. Limitations identified included limited access to technology, poor Internet connection (or Wi-Fi), and limited synchronous session time. It is concluded that play constitutes an effective pedagogical strategy to enrich learning in virtual contexts, fostering meaningful experiences adapted to current educational demands.
Pedagogical Feedback as a Formative Resource to Promote Autonomous Learning in Educational Contexts
Education uses feedback as a way for students to become self-sufficient learners and therefore an important factor of this process. This article examines how teaching feedback can foster independent learning using a document analysis of previous research studies in the area of formative assessment; self-regulation; metacognition; and instructional practices. A qualitative methodology was employed for the document review of journal articles; dissertations; books; and other resources from academic institutions. The research indicates that by providing students with feedback, they will be able to see their progress and difficulties in learning and to understand what actions they will need to take to better their academic performance. However, teachers should not provide students with feedback only by identifying mistakes the students have made. Feedback must also be: clear; prompt; specific; constructive; and focused toward future enhancement so that students will be encouraged to reflect critically about the learning process and to actively participate in the learning process. The review also revealed that student autonomous learning does not happen by accident, but rather it requires some type of guidance from the teacher, clear grading criteria, opportunities to discuss their progress; and a place for students to revise their work according to the feedback they received from their teachers. As such, feedback becomes a link between the formative assessment and self-regulated learning processes and provides an opportunity for the student to take greater ownership of their educational growth and development.
Historical evolution of the teacher's role in modern educational systems
In this article, an assessment of how the role of teachers has evolved throughout time within modern educational systems through a documentary-bibliographic approach. The main transformations that have occurred within the profession of teaching due to changes within society, pedagogical methods and/or technologies have been determined through a literature review and analysis of peer-reviewed articles. The findings indicate that the role of a teacher has transitioned from the traditional model based primarily on knowledge transmission and classroom management to a contemporary model based on pedagogical mediation, student active participation in learning, and constructing meaningful learning. Additionally, key pedagogical trends such as active learning and constructivism help to redefine the role of a teacher as an educational process facilitator, guide and change agent. Furthermore, in order to meet the challenges of educational diversity and integration of digital technologies, continuous training and professionalization of teachers will be vital. The analysis identifies some barriers to innovative practice, including rigid curricula, high demands of teacher workload, and institutional barriers which limit or restrict the ability to implement innovative pedagogies. Ultimately, the contemporary role of a teacher is to be an important component in transforming education, and therefore needs to be analyzed from a broad and holistic viewpoint in order to link theory to practice effectively to meet current educational requirements.
Early aquatic stimulation and psychomotor development in babies aged 6 to 12 months
Using early aquatic stimulation has provided an innovative method of stimulating and supporting the total development of the child during the early years, due to the long range of benefits associated with stimulating the motor, cognitive, emotional, and social capacities. The purpose of this research was to study the effects of aquatic stimulation on psychomotor development in children between the ages of 6 and 12 months using structured participatory play at the Acualobos recreational swim center. This project used a quantitative analysis; it had a descriptive field design, and was completed using a non-experimental cross-sectional methodology. The research consisted of a total of 30 participants (teachers, parents, children) from the target population. Surveys were administered to both teachers and parents, and an observation sheet was used to gather data for participating infants. Results revealed a positive perception of the use of aquatic stimulation and its effects for psychomotor development. High levels of family involvement in aquatic sessions were identified, as well as improvements in motor coordination, body balance, adaptation to the water, and socialization. Therefore, aquatic stimulation is a powerful pedagogic tool that is applicable to enhancing physical, cognitive, and emotional development throughout early childhood, and improves the child's learning and overall well-being through increased sensory stimulation and motor skills.
Aquatic strategies applied to the strengthening of motor coordination in children diagnosed with Asperger syndrome
This study analyzes the impact of an aquatic-based intervention aimed at enhancing motor coordination in children diagnosed with Asperger syndrome. The research was conducted using a pre-experimental approach with a pretest–posttest design, applied to an intentional sample of two children aged 8 and 9 years. The Motor Coordination Test 3JS was used as the assessment instrument to measure coordination levels before and after the intervention. This proposal aimed to implement an organized program of water movement activities structured over a 12-week period to promote basic motor development, such as basic movement skills, balance, coordination, and overall body control. The findings suggested a marked increase in the participants' degree of motor coordination from an immature stage through to a well-developed stage and indicated there was evidence of success in relation to the intervention. Parents, also related to the new intervention, indicated that they had very little knowledge of either the importance of motor skills development through stimulation and/or the potential of swimming as a source of therapy; therefore, it is essential to have educational and experimental programs designed specifically for this population. Overall, aquatic activities promote not only physical development but also emotional and social well-being among children with Asperger syndrome. Therefore, the use of structured aquatic strategies as a method for improving motor coordination will provide an effective alternative to promote the overall development and inclusion of children with special educational needs.
Problem solving as a pedagogical strategy for the development of logical-mathematical thinking
The development of logical–mathematical thinking is a fundamental component in the teaching and learning process of mathematics. However, in many educational contexts, students still experience difficulties in understanding mathematical concepts due to the predominance of traditional teaching methods based mainly on memorization and procedural practice. In response to this situation, the present study aimed to analyze problem solving as a pedagogical strategy to strengthen logical–mathematical thinking in students. The research was conducted under a descriptive approach with qualitative support, focused on examining the influence of problem-solving activities within the mathematics teaching process. The study involved 25 students, who were assessed through an initial diagnostic test (pretest) and a final evaluation (posttest) in order to identify the level of development of logical–mathematical thinking before and after the implementation of the pedagogical strategy. Performance levels were defined as low, medium, and high. The criteria evaluated were problem comprehension, method of solution, logical reasoning, and result verification. Students' performance was also compared from pre- to post-intervention. Of the 118 students who were evaluated pre-intervention, 48% had a performance level of low and 12% had high. After students participated in the intervention, there was an increase in the number of students who now had a high level performance (from 12% to 40%), and a decrease in the number of students with a low performance level (from 48% to 16%). Therefore, the conclusion is that the problem solving approach fosters mathematical reasoning and supports a more meaningful and successful mathematical experience for students.
Therapeutic aquatic exercise and its influence on postural control in older adults
The purpose of this investigation is to determine the impact of therapeutic aquatic exercises on the ability of older adults (60-78) to maintain balance, based on changes in the physiological, sensory, and neuromuscular systems associated with aging. Using an 8-week structured aquatic exercise program, 20 participants were initially assessed using the Berg Balance Scale (BBS), the Timed Up and Go test (TUG), the Romberg test, and a balance task observation checklist. The exercise program consisted of water adaptation exercises, core strengthening, weight transfer exercises, dynamic balance, controlled instability within the three-dimensional environment of water. Results demonstrated significant improvement in all outcomes (BBS + improvement in static/dynamic balance; TUG - decrease in time = improvement in functional mobility). All results indicated that improvement in both anticipatory and compensatory postural storage mechanisms occurred as a result of the inclusion of water's hydrodynamic properties (buoyancy, multidirectional resistance, hydrostatic pressure), thereby increasing movement efficiency and maintaining improved neuromuscular responsiveness. The results support the conclusion that therapeutic aquatic exercise is an important strategy for improving postural stability and independence in older adults. Communities and health care facilities are encouraged to provide therapeutic aquatic exercise programs for their members and to conduct large-scale longitudinal follow-up studies to determine whether the improvements will be maintained over time.
Neuroscience and its criteria for strategies in phonetic discrimination and speech
Phonetic discrimination in the English language is very complex, with intersections between neuroscience, psycholinguistics, and pedagogy. This study is a documentary-bibliographic study that considers the research of various authors to better understand how the brain receives and processes, holds, and produces sounds in language; it focuses on the importance of the neocortex, el neural networks, and phonological memory for the acquisition of sound. This study considers specific challenges related to how English sounds are pronounced, including certain consonant clusters, fricatives and interdentals that do not occur in Spanish; therefore, an auditory-based approach to the teaching of English needs to be undertaken so students can perceive the sound contrasts used to pronounce English accurately on the basis of both comparative analysis and an anatomical understanding of the articulatory system. The study further investigates the practicality of traditional methods of repetition for achieving accurate pronunciation, and indicates this method is ineffective for that purpose. In light of this, the study offers a proposal for the integration of neuroscientific criteria, along with constructivist principles, to create more effective methods for teaching phonetics. Furthermore, the study highlights the need for the creation of institutional phonological records and the development of a neuro-centric approach to educational pedagogy as part of the process of improving phonetic discrimination for learners of English through the articulation of cognition, symbolization, and educational experience.
Constructivism in current education: relevance, contributions and challenges
Constructivism has established itself as one of the most influential pedagogical approaches in contemporary education, as it conceives learning as an active process of knowledge construction mediated by experience, social interaction, and context. The aim of this study was to analyze the relevance, contributions, and main challenges of constructivism in current educational settings. The research adopted a qualitative approach with a descriptive and documentary design, based on the review and analysis of indexed scientific literature published between 2021 and 2026. The analysis identified central categories related to meaningful learning, the student’s active role, the teacher’s mediating function, formative assessment, and the pedagogical integration of educational technologies. The results show that constructivism continues to provide solid theoretical foundations for the design of educational practices focused on the development of competencies, critical thinking, and learner autonomy. However, challenges related to teacher training, institutional conditions, and the alignment between pedagogy and technology were also identified. It is concluded that constructivism remains fully relevant, provided that it is applied through continuous processes of reflection, innovation, and adaptation to contemporary educational contexts.
Transformations of pedagogical models in the face of contemporary educational challenges
Pedagogical models have undergone significant transformations in response to the ongoing changes in current educational contexts related to globalization, digitalization, educational diversity, and new societal demands. The purpose of this study was to analyze, from a qualitative perspective, the transformations that pedagogical models have undergone and how they articulate with the new challenges facing contemporary educational systems. Utilizing a descriptive-documentary study design and analyzing 45 (2019-2024) academics (peer-reviewed) based literature through available bibliographic resources using established criteria as appropriate to the context of the study. The findings indicate a trend away from teacher-centered (conventional-based) learning and toward student-focused, inclusive (learner-centered) processes utilizing digital technology, as well as competency-based instruction. Furthermore, there has been an increase in the role/identity of teachers as facilitators of learning/agents of change. In conclusion, it is observed that contemporary pedagogical models tend to be flexible, hybrid, and contextualized, capable of responding to complex and uncertain educational scenarios.
VAK model and its contribution to the development of listening comprehension in English learning
A qualitative research project was conducted to evaluate the effect of visual, auditory, and kinesthetic learning styles, as specified by the VAK model, on students' development of their ability to listen in English. Understanding how students learn best can help teachers develop effective ways to teach English to improve student language development (e.g., listening). Listening is a difficult skill to develop for many people, especially in English contexts, where students often have difficulties developing their listening ability. The project used a non-experimental, descriptive, and cross-sectional methodology for data collection. Surveys for students, interviews with teachers and school administrators, and classroom observation calendars were used to identify the predominant student learning style and its relationship with how teachers taught English. The data indicate that students' listening abilities increased when teachers implemented learning strategies aligned with the VAK model, which increased student motivation and encouraged them to be more active in class. Many students were not aware of their predominant learning style and were not taking advantage of the appropriate learning strategies that would improve their academic performance. The integration of visual aids, audio activities that are related to real-life situations, and kinesthetic activities helped students experience more meaningful and dynamic learning and improved students' ability to learn independently. Using the VAK model provides educational practitioners with an effective pedagogical option to improve students' listening comprehension in English; therefore, its implementation will support inclusive and student-centered teaching practices and allow students to develop their language skills through varied and engaging instructional methods.
Influence of family stimulation on reading comprehension in early childhood education through flipped classroom
Reading comprehension in early childhood is a key predictor of later academic success; however, its development largely depends on the stimulation processes provided within the family environment. The goal of this research was to assess how much influence the family stimulation has on the children's early reading comprehension skills at Early Childhood Education Level 2, and design a didactic guide with flipped classroom methodology to enhance the family's role in supporting their children's learning. The research was conducted from a quantitative perspective with a non-experimental, descriptive-correlational cross-sectional research design. The sample included school administrators, teachers, students and their parents from a public educational institution located in a rural setting of Ecuador. The data for this study were collected through the use of structured questionnaires, observational checklists, and semi-structured interviews to identify the relationship between the variables tested. The study found a statistically significant association between family stimulation and the early reading comprehension of the children. The study findings support the recent literature indicating that the family has a mediating effect on language development and emergent literacy. In addition to demonstrating this association, the research also revealed that active pedagogical approaches, like the flipped classroom approach, help to establish a shared responsibility between school and family for early learning, thereby maximizing the potential for successful early learning experiences. The study's authors conclude that by increasing the family stimulation utilizing innovative didactic resources, will enhance the family's role in supporting reading comprehension in early childhood education. This provides an excellent opportunity to improve the overall quality of education for the children and the community in rural Ecuador.
Copyright (c) 2025 Revista Científica Nexus
The pedagogical workshop as a didactic strategy to improve language and communication in basic education
This article analyzes the pedagogical workshop as a didactic strategy to strengthen the Language and Communication area in fifth-grade basic education students. The study follows a qualitative approach through a systematic bibliographic review, grounded in the theoretical contributions of meaningful learning, constructivism, and project-based learning. When viewed from these perspectives, the analysis reveals that the pedagogical perspective and theoretical perspectives both indicate that the development of communicative skills (writing, reading comprehension, and oral expression) is also directly related to the limitations associated with traditional methods of teaching, which rely heavily on memorization-based models. Theoretical analysis provides evidence that the employment of pedagogical workshops encourages students to actively participate in their educational experience and develops intrinsic motivation, as well as assists in the merging of students' prior knowledge with their newly learned concepts (metacognition) through collaborative efforts. Likewise, the reviewed authors agree that this strategy allows curricular content to be contextualized and linked to real-life situations, progressively strengthening communicative competencies in a meaningful way. It is concluded that the pedagogical workshop represents a relevant methodological alternative for improving learning in the Language and Communication area, as it promotes a student-centered, flexible approach aligned with current educational demands, contributing to the achievement of meaningful learning in basic education.
Social media among young people: The effect of academic motivation versus digital distraction on students
The purpose of the current study is to determine when young people typically start using social media, how often they use it, and why they use it as a primary reason for using social networks. In addition, this study will explore the correlation between the frequency of social media use and students' academic motivation, and investigate the potential for distractions caused by social media. Participants in the research plan will include a sample of 155 high school students between 15 and 17 years of age from a public high school in southwest Guayaquil. The quantitative methodology used in this research consists of a survey with non-exclusive nominals that have been vetted by a group of Educational Technology Experts to validate the survey tool. Results of the research indicate that students generally begin accessing social media around age 12.5, with a strong emphasis between ages 12-14. Ninety percent of respondents reported they use social media; 73.6 percent of those respondents use it daily. The social dimension of social media is the primary motivation for students' use, as evidenced by interactions with peers, sharing of experiences, and need for social validation. Psychological and social factors contribute to the second-tier motivations of social media usage (psychological well-being; acceptance; self-expression). The results corroborate the idea that social media tools compensate for a lack of motivation and socialization, but they can also become sources of distraction and/or risks to the studies or academic performance of young people who use them if their use is not self-regulated. Therefore, the study highlights the need to create conditions for developing digital literacy strategies and pedagogical support that allow for a conscious, balanced, and educational approach to the use of social media within the educational setting.
Gamificación en acción: Estrategias didácticas lúdicas para transformar la enseñanza del inglés en contextos educativos
Este artículo científico examina el impacto de la gamificación y el aprendizaje basado en juegos en la enseñanza del inglés en el sistema educativo de Guayaquil, empleando un enfoque interpretativo cualitativo. Dados los bajos niveles de competencia lingüística que se observan en las evaluaciones nacionales e internacionales, es necesario incorporar metodologías activas que respondan a los intereses, estilos de aprendizaje y contextos socioculturales de los estudiantes de hoy en día. La gamificación, entendida como la aplicación de elementos de juego en entornos educativos, y el aprendizaje lúdico, como estrategia centrada en la experiencia significativa, permiten transformar el aula en un espacio dinámico, colaborativo y motivador. A través de componentes como retos, recompensas, narrativas y trabajo en equipo, estas metodologías promueven el desarrollo de habilidades lingüísticas, socioemocionales y digitales. El estudio emplea técnicas cualitativas, como la observación participante, entrevistas semiestructuradas y grupos focales, para comprender las percepciones y experiencias de los estudiantes con estas estrategias. Los resultados esperados incluyen una mayor motivación, un mejor rendimiento académico y una participación activa en el aprendizaje del inglés. Por último, se analizan los beneficios, los riesgos y las condiciones necesarias para la implementación eficaz de estas metodologías, destacando la importancia de la formación del profesorado, el diseño pedagógico contextualizado y la escucha activa de las opiniones de los estudiantes. Se concluye que la gamificación puede ser una herramienta transformadora para una educación más inclusiva y significativa, conectada con los retos del siglo XXI.
The impact of Google Meet on the development of Speaking competence
When the COVID-19 epidemic broke out, hybrid learning was the most widely used educational approach in the world. It also began to emerge at the same time as other forms of education. The educational system is constantly creating new techniques and advancements in an attempt to deliver effective instruction and raise student standards. Hybrid education is a crucial strategy to guarantee the continuance of academic activities and the learning of the English language. In order to provide effective instruction and boost student achievement even further, Ecuador's educational system also implements innovative methods. But the expectations students face are challenging due to the difficulty they have in communicating in English. Consequently, it becomes a barrier to face the new task and educational demands. The use of diverse media and technology resources is necessary for the development of communicative skills. Thus, the main goal of the study is to examine how the use of Google Meets enhances speaking skills. The use of Google Meet and other tools, which are part of its platform (e.g., forums, announcements, and text publications), will be given priority to develop and improve reading, writing, and oral expression. A survey will be applied in 30 students of a high school who will be part of a sample for a qualitative research study. Inductive and deductive research methods will be considered to provide explanations and descriptions. In Addition, a questionnaire with ten questions will be provided to 4 teachers to know the relevance and importance of using Google Meets in the development of communication abilities.
El uso de juego como herramienta para el aprendizaje eficiente del idioma inglés como segunda lengua
El aprendizaje del idioma inglés como segunda lengua se erige como un eje vertebrador del desarrollo académico, social y cultural dentro del contexto globalizado en el que se desenvuelven los estudiantes. La enseñanza de esta lengua, en la actualidad, ha de enfrentarse a las limitaciones para utilizar estrategias de aprendizaje innovadoras, y es especialmente en las instituciones educativas en las que persiste el uso de la enseñanza de tipo tradicional donde estas limitaciones resultan más evidentes. Este trabajo se ocupa del análisis de la influencia del juego en la enseñanza del inglés en estudiantes de educación básica. La idea clave es que la infancia es una de las etapas más privilegiadas para la construcción de conocimiento, gracias a una exploración activa, curiosidad y la interacción social como condiciones idóneas para lograr aprendizajes significativos. En este sentido, el juego se convierte en un recurso pedagógico clave, un medio que está a favor de la creatividad y de la motivación; en definitiva, un lugar donde se puede contar con una serie de actividades que fomentan una serie de habilidades comunicativas. La investigación se ha desarrollado en la Unidad Educativa Particular Gabriela Mistral, en la que se ha trabajado con un conjunto de entrevistas y encuestas planteadas al profesorado que trabaja allí. Los resultados que se obtuvieron indican que todo el profesorado (100%) afirma que el juego contribuye al desarrollo cognitivo, promueve la interacción, mejora la comprensión, promueve la producción oral del idioma inglés. Se evidenció también la necesidad de establecer ambientes de aprendizaje virtuales al tiempo que también se requiere llevar a cabo la capacitación del docente para mejorar su práctica docente. La conclusión del estudio viene a confirmar que el juego es una herramienta necesaria para facilitar el aprendizaje del inglés como lengua extranjera, ya que el juego favorece procesos para la creación de experiencias significativas, el desarrollo de la competencia comunicativa y el establecimiento de ambientes dinámicos de aprendizaje. Se recomienda su inclusión en la planeación curricular y en las prácticas de aula del docente.
Turismo deportivo y desarrollo comunitario: Estrategias sostenibles para fortalecer la economía y cultura local
El presente estudio se centra en el papel de los eventos deportivos como impulsores del turismo sostenible y el desarrollo comunitario en Ecuador, particularmente en la provincia de Manabí. A través de una revisión ampliada de la literatura académica sobre turismo deportivo, estudios de casos internacionales y documentos institucionales, el estudio evalúa cómo y por qué, en las últimas décadas, el turismo deportivo ha sido reconocido como una estrategia importante para la revitalización económica de localidades, la promoción de culturas locales y el fortalecimiento de la cohesión social. Se ha establecido en el estudio que todos los tipos de eventos deportivos, desde mega eventos deportivos hasta iniciativas deportivas comunitarias, cuando se diseñan con base en una estrategia de sostenibilidad económica, social y ambiental y enfocándose en el público visitante, tienen un impacto importante en las áreas social, económico y ambiental de la comunidad. El estudio adopta un enfoque mixto cualitativo y descriptivo empleando revisión sistemática de literatura, análisis de documentos y triangulación de fuentes para comprender cómo los eventos deportivos ayudan en el marketing del turismo, la exhibición internacional y el desarrollo de destinos turísticos más competitivos. El estudio encontró que los eventos socio deportivos fomentan no solo la economía local sino también la inclusión social, el compromiso ciudadano y la creación de identidades colectivas. El estudio concluyó que si Manabí buscara y consolidara la colaboración interinstitucional, mejorara la planificación sostenible y tuviera la infraestructura adecuada, se convertiría en un destino líder para actividades deportivas turísticas.
Impacto de las prácticas preprofesionales en la consolidación de competencias de diseño gráfico en educación tecnológica
Esta investigación analiza el impacto de las prácticas preprofesionales en la consolidación de competencias de diseño gráfico en estudiantes de educación tecnológica. El objetivo principal es evaluar cómo estas experiencias laborales contribuyen a fortalecer habilidades teóricas y prácticas en un entorno real. Se justifica la investigación por la necesidad de cerrar la brecha entre la formación académica y las demandas del mercado laboral, asegurando que los futuros profesionales estén plenamente preparados. La metodología de enfoque mixto se aplicó a una muestra de 30 estudiantes de diseño gráfico del Instituto Tecnológico Superior de Guayaquil que realizaron pasantías en el Instituto Hopkings. Se utilizaron encuestas (escala Likert), análisis de informes de prácticas y registros de retroalimentación de tutores para recolectar datos cualitativos y cuantitativos. Los resultados preliminares indican que los estudiantes que realizaron prácticas reportaron una mejora significativa en habilidades clave como la conceptualización, el manejo de software profesional (Adobe Illustrator y Photoshop) y la gestión de proyectos. El acceso a recursos digitales y la mentoría de tutores académicos y empresariales fueron cruciales para este desarrollo. Se observó una correlación positiva entre la duración y calidad de la pasantía y el nivel de competencia adquirido. En conclusión, las prácticas preprofesionales no solo complementan la formación teórica, sino que son fundamentales para la aplicación de conocimientos, la resolución de problemas en el mundo real y la adaptación al entorno profesional, validando su rol esencial en la educación tecnológica.
Automatización y subjetividad en la escuela: Crítica a la colonización algorítmica y defensa educativa
La acelerada expansión tecnológica contemporánea ha institucionalizado la automatización y la lógica algorítmica como matrices operativas dominantes en la vida social y educativa. Este artículo analiza de manera crítica la colonización algorítmica en las escuelas, vista como un lugar de reproducción y conflicto de las lógicas tecnocientíficas. Se despliega aquí un enfoque cualitativo, que articula el análisis bibliográfico con la hermenéutica, examinando las ideas de Heidegger, Freire, Meirieu, Lacan, Dussel, Benasayag y Jenkins. Su trabajo ayuda a entender la conexión entre tecnología, subjetividad y teoría pedagógica crítica. El análisis muestra que las instituciones educativas suelen reproducir las racionalidades tecnocráticas de la época, de modo acorde a la hegemonía de la eficiencia y la automatización: currículos estandarizados, evaluaciones automáticas y plataformas digitales que se enfocan en datos cuantitativos. Lo cual tiende a subordinar la existencia humana a lógicas funcionales. No obstante, la indagación revela la emergencia de prácticas alternativas que resignifican la dimensión digital. En ellas emergen proyectos colaborativos, narrativas transmedia y enfoques pedagógicos que propician el diálogo, la creatividad y la co-creación. El debate subraya las contradicciones entre posturas que impugnan la reducción del sujeto humano a mero recurso y aquellas que, por el contrario, identifican posibilidades emancipatorias que la transmedialidad podría ofrecer. De ahí que, a manera de cierre, la hibridación tecnológica se revele como un territorio sometido a pugna: la sola inserción de tecnologías en el ámbito escolar es insuficiente; lo que reviste sentido es la reinscripción crítica que permita la emergencia de subjetividades diferenciadas, la activación de un pensamiento genuinamente auditor y la construcción de una educación que se fije como horizonte la justicia educativa.
Estrategias de entrenamiento físico para optimizar la resistencia específica y el rendimiento en boxeadores amateurs
El boxeo amateur es un deporte de combate que implica altos niveles de preparación física, técnica y psicológica, donde en el transcurso de una pelea la capacidad de resistir golpes se convierte en una capacidad decisiva, debido a los puñetazos potentes, rápidos y técnicamente correctos que se deben lanzar. La investigación es de carácter cuasiexperimental del tipo pretest-postest sin grupo de control, con una muestra de 15 boxeadores de 16 a 18 años. Las pruebas estandarizadas utilizadas fueron flexiones en 30 segundos, golpeando un saco de boxeo durante 30 segundos y el lanzamiento de balón medicinal. El programa de intervención se llevó a cabo a lo largo de cuatro semanas con tres sesiones de entrenamiento a la semana que incorporaban un diseño de entrenamiento que abarcaba las demandas energéticas y técnicas del boxeo amateur, a través de pliometría de golpeo, ejercicios balísticos e intervalos. Los resultados mostraron una mejora significativa en la resistencia muscular de los brazos, la capacidad de sostener golpes potentes y la fuerza de la parte superior del cuerpo. Los resultados demostraron mejoras significativas en la resistencia muscular de brazos, la capacidad de sostener golpes explosivos y la potencia del tren superior. En promedio, los participantes incrementaron entre un 18% y un 20% la cantidad de golpes en 30 segundos, y más del 80% alcanzó categorías favorables en las evaluaciones postest. Estos hallazgos confirman que el entrenamiento específico basado en evidencia científica constituye una estrategia eficaz y de bajo costo para potenciar el rendimiento de boxeadores amateurs, superando las limitaciones de los enfoques tradicionales.
Capacidades coordinativas y su relación con el rendimiento técnico-táctico en fútbol infantil
El presente trabajo investiga el efecto de los recursos corporales coordinativos en el desempeño técnico y táctico de futbolistas de entre diez y doce años. La hipótesis fundamental propone que la coordinación sensoriomotora, acentuada en la vinculación ojo-pie, condiciona la efectividad de la ejecución motriz y la calidad de la toma de decisiones situacionales. La investigación utiliza un enfoque que combina métodos cuantitativos y cualitativos, con un diseño descriptivo de campo. Se obtienen datos a través de entrevistas semi estructuradas con diez entrenadores y se observan a doce jóvenes deportistas usando protocolos organizados. Los hallazgos pusieron de manifiesto carencias sustanciales en las capacidades coordinativas, acentuándose en el manejo del balón, la exactitud de los pases, el acompañamiento posicional y la respuesta ante alteraciones del juego. También se observó una escasa integración de movimientos rítmicos y adaptativos, lo cual comprometió la fluidez y la sincronización de las acciones grupales. Tales limitaciones, en consecuencia, inciden adversamente en la calidad del desempeño técnico-táctico y, a la larga, frenan la progresión de las habilidades fundamentales indispensables en el ámbito de la competencia. Con base en los resultados, se creó un programa de entrenamiento que incluye actividades para mejorar la coordinación. Este programa está organizado con una progresión planificada y requiere atención consciente. El análisis indica que la práctica ordenada de estas competencias facilita la internalización de esquemas motrices, incrementa la eficacia técnica y refuerza la capacidad de resolver problemas tácticos. Se sugiere, por tanto, su aplicación y supervisión con el propósito de elevar el desempeño de los futbolistas juveniles y de favorecer su formación holística.
Innovación pedagógica en historia mediante plataformas digitales y streaming: Aprendizaje significativo, motivación y pensamiento crítico
La enseñanza de la Historia está experimentando una transformación pedagógica sostenida, marcada por la incorporación de metodologías activas, recursos digitales y plataformas de contenido episódico. La revisión de la literatura muestra un tránsito desde estrategias de pura memorización hacia marcos instruccionales que valoran el pensamiento crítico, la participación del alumnado y el poder de los recursos audiovisuales. Ausubel defiende el valor de un aprendizaje significativo que articule el nuevo saber con saberes anteriores; en línea, Mayer documenta los beneficios de la multimedia para aumentar la retención y la comprensión. La pedagogía crítica, en la tradición de Freire, subraya la necesidad de mantener un diálogo horizontal y participativo que convierta a los estudiantes en sujetos activos de transformación social. Simultáneamente, enfoques conectivistas y experiencias de realidad virtual sostienen que la tecnología educativa ofrece entornos inmersivos que amplían el alcance de la enseñanza, tornándola inclusiva. La motivación, tanto intrínseca como extrínseca, se alimenta del uso de recursos audiovisuales, de la gamificación y de actividades lúdicas que refuerzan el compromiso con el aprendizaje. En paralelo, la capacitación docente en competencias digitales se revela imprescindible para desplazar la innovación pedagógica de la mera disponibilidad de tecnología a una práctica instruccional efectiva y para reducir las brechas en el acceso a oportunidades educativas. Dentro de este contexto se destacan los servicios de streaming y los documentales históricos como materiales educativos novedosos que conectan el ayer con el hoy, propiciando en los estudiantes encuentros significativos, participativos y situados. De este modo, la disciplina histórica deja de ser un saber reservado a las aulas y se convierte en una instancia de mediación ciudadana, de fomento de la equidad y de generación de cambio social.