Introduction: The objective of the research was to explore the perspectives on gamified playful aspects and the development of technical-professional skills and interests in tenth-year students of basic education of the Pluridocente Mayor Educational Unit "Abg. Juan Benigno Vela Hervás", located in a rural context. Objectives: To identify criteria that relate gamified experiences and the technical and professional interest of students. Methodology: The study developed a qualitative approach, with a descriptive, explanatory, and cross-sectional scope. Focus groups were applied to students, teachers and parents and Interview with a manager. The population corresponds to the 25 students and representatives of the tenth year. 10 students, 10 parents and 3 teachers were selected. The following categories were explored: Gamified experiences and professional technical interest. The following criteria were investigated: Interest in gambling; Relationship between play and the development of technical skills; Experience between the game and technical skills; The professional technical interest from the game; Information on professional technical options; Professional interest; Relationship between play and learning; Relationship between the game and professional technical interest. Results: The importance of considering the specific needs and challenges of the rural context when designing and implementing gamification and professional development initiatives was highlighted, and opportunities were identified to integrate gamification as an effective tool in training and innovation in professional development in the rural sector, increasing students' confidence in their technical and professional skills. Conclusions: The analysis showed that, although there are challenges in the integration of games in the teaching process, both students, parents and teachers agree that their appropriate and well-structured use can be highly beneficial for the development of technical and collaborative skills. There is a consensus on the importance of gamified play activities in the educational process, which increases student motivation and commitment and encourages the development of collaborative and technical skills. General area of study: Education. Specific area of study: Methodology – Didactics. Item Type: Original.

Introduction. The incorporation of educational digital platforms to the development of literary competence when writing and publishing poetry is an urgency present in the current educational context, therefore, the need arises to associate Wattpad with the teaching and learning process with the purpose of offering experiences interactive and motivating learning programs for student-users both on the digital platform and in literary competition by internalizing reading, writing and linguistic skills. Objective. Evaluate the impact of Wattpad as an educational resource for internalizing literary competence through writing and publishing poetry in Basic General Education and Baccalaureate. Methodology. The research is being conducted during the 2024-2025 academic year at the Adalberto Ortiz Quiñonez School, focusing on a qualitative and quantitative approach, as well as the use of theoretical methods such as analysis-synthesis and induction-deduction, empirical methods such as interviews, surveys and classroom observations, and statistical methods such as descriptive statistics. The interview was applied to directors of the school, the survey of teachers around ​​Language and Literature, and classroom observation to the subject of Language and Literature. Results. Being the object of study is the evaluation of Wattpad as an educational resource to internalize literary competence when writing and publishing poetry and, according to the interpreted results, it is determined that Wattpad is an educational, interactive, and appropriate digital platform to strengthen poetic knowledge. Conclusion. Wattpad, as an educational resource, offers a participatory, stimulating, and accessible space to internalize literary competence by writing and publishing poetry, allowing, through a teaching and learning process, teachers to share their poetic knowledge and student-users to strengthen reading, writing and linguistic communication skills and their confidence as writers. General Area of Study: Education. Specific area of study: Language and Literature and Educational Technology. Type of study: Original article.

Introduction: Didactic strategies based on Learning and Knowledge Technologies (TAC) involve an advanced planning of activities aimed at developing and reinforcing skills in the field of mathematics, specifically in factorization processes. Objectives: The main objective of the study was to determine the impact of TAC-based didactic strategies for the teaching of factorization in the subject of mathematics in the ninth grade of a public secondary school in central Ecuador. Methodology: The research focused on a qualitative-quantitative approach with a pre-experimental design and descriptive scope, oriented to a population of 28 students, whose ages range from 12 to 15 years. The methodological provision included the application of an initial survey; for which a questionnaire structured by 15 questions was used (3 multiple-choice, up to 14 options; and 12 multiple-choice questions according to the Likert scale, with 5 options); which was validated by experts and its reliability was carried out by Cronbach's alpha, having an index of 0.906. In addition, they were evaluated with pre-test and post-test tests with the aim of investigating the level of knowledge of the students in relation to factorization. After that, a satisfaction survey of the didactic strategies based on the TACs was used; for which the TAM model was used. Results: The results reveal that the didactic strategies based on TAC, as part of the Flipped Classroom methodology, improved the learning of factoring in students by 2.18 points. Conclusions: In the present study, various didactic strategies were identified based on technological tools applied to the area of mathematics, such as projects, problem solving, modeling, experimentation, games, ethnomathematics and workstations, integrated with tools such as YouTube, PowerPoint, Nearpod, Canva and evaluation platforms (Kahoot, Google Forms, Quizizz, among others). These techniques, together with the flipped classroom methodology, favored an effective teaching-learning environment. General area of study: education. Specific area of study: mathematics. Type of study: Original articles.

Introduction: effective communication in today's world represents one of the most important skills in the formation of human beings, where listening, reading, speaking, and writing appropriately facilitate social skills, interaction in the environment and the development of critical and reflective thinking. But according to the PISA 2022 studies and the INEVAL 2023 results, they reveal that students have low levels in the development of linguistic and literary skills. For this reason, the development of macro linguistic skills is fundamental within the training and comprehensive development of students, especially in the seventh-year levels of basic general education where they go through a transcendental change in education, where the contents of learning advances. Objective: to analyze the use of puppets as an active strategy for the development of macro linguistic skills in secondary basic education students of the Belisario Quevedo Educational Unit. Methodology: the methodology used in this research is applied with a quantitative approach, and with a quasi-experimental design, taking into consideration the main methods for the theoretical, empirical, and statistical-mathematical levels. Results: the results obtained in the research diagnosis through the survey and non-participant observation applied to 17 teachers indicate that students in the classroom do not adequately develop macro linguistic skills, but that, at the same time, teachers consider that The use of puppets would strengthen the classes where the cognitive, procedural and attitudinal part would completely improve in the development of communication, writing and oral skills; On the other hand, with the development of the quasi-experiment, it shows that 30 students representing 83.33% have improved the development of macro linguistic skills with the use of puppets as an active strategy. Conclusions: it is concluded that the use of puppets as an active strategy improves the development of macro linguistic skills in seventh-year students of general basic secondary education, allowing fluid development in their social context, in addition to representing abstract texts in living texts where Also develop emotions. General area of ​​study: Education. Specific area of ​​study: Language and Literature. Type of study: Original articles.

Introduction: The use of digital tools helps to strengthen meaningful learning by transforming traditional classes into dynamic, motivating, and collaborative experiences that help improve students' academic performance. These tools, combined with adequate teacher training, promote innovative strategies that respond to current educational needs. Objective: To analyze how the use of digital tools helps to strengthen learning in second-year high school students in the Philosophy subject. Methodology: The research adopts a theoretical approach based on constructivism and connectivism, combined with a descriptive, field, cross-sectional and non-experimental design. Through stratified random sampling and quantitative surveys, the same ones that analyze the perceptions and the impact of digital tools on meaningful learning. Results: The results of this survey mostly reflect an acceptance of using digital tools as an educational strategy since it strengthens participation, motivation and encourages meaningful learning; on the other hand, a minority of teachers and students who do not have the same perception and who must be approached to change this perspective. Conclusion: Students and teachers mostly recognize that the use of digital tools in the educational field strengthens and motivates their learning, and that their use develops their abilities, and they adapt to different learning styles. It is recommended that respondents who do not agree with using digital tools, and who do not recognize their advantages, investigate the reason for their refusal to provide the corresponding support and transform their vision. General study area: Education. Specific study area: Digital Environments. Type of study: Original article.