Introduction: vocabulary development is a key component in English as a Foreign Language (EFL) learning, particularly in writing skills. However, B1-level learners often show limitations in lexical use, affecting coherence and accuracy in written production. Objective: to analyze the impact of differentiated instruction on vocabulary use and writing performance in B1-level EFL students. Methodology: a quantitative quasi-experimental pretest–posttest design with a mixed-methods approach was applied. The sample consisted of 30 B1-level students aged 18 to 35. The intervention lasted 20 hours and included scaffolded writing activities, differentiated tasks, and formative feedback. Data was collected through writing tests, Likert-scale questionnaires, and observation checklists. Results: significant improvements were found in vocabulary range, accuracy, appropriateness, and coherence. Students also reported positive perceptions of differentiated instruction, and high implementation fidelity was observed. Conclusion: differentiated instruction significantly improves vocabulary use and writing quality in B1-level EFL learners, enhancing linguistic development and learner motivation. General Area of Study: Education. Specific area of study: English as a Foreign Language (EFL) teaching / Vocabulary development in writing
Type of study: Original article.

Introduction: gamification has been consolidated as an innovative strategy in the educational field, allowing the improvement of student motivation and meaningful learning. In contexts where traditional methodologies predominate, low levels of interest and participation are evident, which negatively affect academic performance. Objective: to design a gamification strategy based on the Educaplay tool to increase motivation toward meaningful learning in the subject of social studies. Methodology: a mixed-method and quasi-experimental approach was used, allowing the analysis of both quantitative results and qualitative perceptions through instruments such as pretest, postest, diagnostic survey, and interviews. The results were evaluated using the Likert scale and mean calculation; additionally, a hypothesis test was conducted using Spearman’s Rho statistic. Results: it was evidenced that the implementation of gamified activities significantly increased motivation, active participation, and content comprehension, reflected in improvements across all evaluated dimensions. A high correlation between gamification and motivation was found (Rho = 0.735), as well as significant relationships between motivation and meaningful learning (Rho = 0.804). These results indicate that the use of gamified strategies increases student participation, interest, and engagement, promoting a deeper understanding of the content. Conclusion: the proposal proves to be effective as an innovative strategy to strengthen meaningful learning, if aspects such as proper pedagogical planning, teacher training, and access to technological resources are considered to ensure its correct implementation. General Area of Study: Education. Specific area of study: Educational Technology and Didactics. Type of study: Original article.

Introduction. Citizen participation is a fundamental pillar of local public management and democratic consolidation. Objective. To examine individual citizen participation in the local public management system of the Riobamba canton. Methodology. An empirical approach was applied using questionnaires administered to a sample of 384 citizens over 18 years of age. Results. A high perception was found that participation mechanisms allow citizens to participate more actively in public decision-making. Conclusion. It is necessary to strengthen participation mechanisms to improve local governance. General area of ​​study: Legal Sciences. Specific area of ​​study: Administrative Law. Type of study: Original article.

Introduction: Forage legumes constitute a strategic resource for livestock production due to their high protein content and nutritional value. Among them, Cratylia argentea stands out for its wide adaptation to tropical and subtropical conditions, high biomass production, and crude protein content ranging from 21% to 28%, characteristics that make it a promising alternative for animal feeding. In Ecuador, the effects of climate change have created challenges for the sustainability of production systems, increasing the need to incorporate resilient species adapted to variable environmental conditions. In addition to its forage value, Cratylia argentea contributes to improving soil fertility through organic matter incorporation and helps reduce emissions associated with livestock systems. In this context, the project aimed to determine its potential as a sustainable alternative to strengthen livestock production. Objective: To evaluate the agronomic response of Cratylia argentea under the subtropical conditions of Cotopaxi. Methodology: The study was conducted at the La Playita Experimental Center of the Technical University of Cotopaxi, La Maná Extension, under subtropical conditions. The agronomic response of Cratylia argentea was evaluated using a completely randomized design with four treatments: control, auxins, cytokinins, and gibberellins. Seeds were mechanically scarified and subjected to pre-soaking before sowing. Germination, mortality, emergence, and vegetative growth variables were assessed. Data were analyzed through analysis of variance (ANOVA), and treatment means were compared using Tukey’s test at the 5% significance level with InfoStat software. Results: The application of phytohormones significantly improved the agronomic response of Cratylia argentea. Gibberellin enhanced germination, reduced seed mortality, and promoted the greatest plant height, whereas cytokinin increased the number of leaves and branches. The results demonstrate that these phytohormones constitute an effective alternative for optimizing the establishment, growth, and adaptation of this forage species. Conclusions: The application of phytohormones significantly improved the agronomic performance of Cratylia argentea. Gibberellin promoted germination, reduced mortality, and increased plant height, while cytokinin enhanced leaf production and branching. These findings indicate that phytohormones represent an effective agronomic strategy to improve the establishment and vegetative development of these forage species under subtropical conditions. General study area: Agronomy. Specific study area: Production. Article type: Original.

Introduction: the development of creative learning in language and literature in the third year of basic education is a fundamental process for the comprehensive education of students, since it favors the expression of ideas, imagination and the meaningful construction of knowledge. Objectives: the present research focused on the objective of designing innovative didactic strategies for the development of creative learning in third-year students. Methodology: the research approach is mixed, theoretical, empirical and statistical-mathematical methods were used. Among the theoretical methods, the historical-logical method was used to identify trends in the evolution of the object of study; systematization, with the purpose of reaching theoretical generalizations; and modeling, aimed at the scientific construction of the proposal. Results: limitations were identified in the originality of oral and written productions, in the generation of creative ideas and in the use of innovative didactic resources in the classroom. Conclusions: based on these results, innovative didactic strategies aimed at the development of creative learning were proposed as a scientific result, which promote active participation, imagination, interpretation of texts and literary production. The proposal was evaluated through the partial introduction in educational practice, which allowed evidence of its didactic effectiveness in strengthening creativity in language and literature. General area of study: Education. Specific area of study: Didactics of Language and Literature. Item type: Original.

Introduction: forensic document examination is a branch of criminalistics dedicated to the technical study of documents and writings with legal significance; its purpose is to determine their authenticity or falsity and to identify potential alterations or authors through scientific procedures. Objective: to analyze the use of the Video Spectral Comparator (VSC) as a teaching tool in forensic document examination courses at higher education institutions in Guayaquil. Methodology: the study employed a quantitative approach with a non-experimental, cross-sectional, and descriptive design. The sample consisted of 120 students and graduates of Criminalistics programs at Universidad Tecnológica ECOTEC and Instituto Superior Tecnológico ARGOS, selected via purposive non-probability sampling. Data were collected using a structured 12-question questionnaire organized into four dimensions: frequency of VSC usage, perception of practical learning, the equipment's contribution to academic training, and the assessment of using specialized technologies. Results: the results showed that VSC usage during academic training remains limited, although participants widely acknowledge its contribution to enhancing practical learning and developing professional competencies. 82.5% believed that increased use of the equipment would improve their academic training, and 100% agreed that specialized technologies strengthen the teaching of forensic document examination. Conclusion: the VSC is a highly valuable teaching tool for competency-based training; however, its educational potential depends on planned curricular integration that fosters systematic, continuous practice, thereby ensuring more robust preparation for professional practice in the field of Criminalistics. General Area of Study: Criminalistics. Specific area of study: Forensic document examination. Type of study: Original articles.

Introduction: digital educational management is positioned as a strategic axis that articulates the use of information and communication technologies with organizational and teaching-learning processes, allowing to respond to the demands of the knowledge society. Objectives: the research analyzes digital educational management as a strategy to strengthen pedagogical innovation in the Sixto Durán Ballén School, in the context of the digital transformation of the Ecuadorian educational system. Methodology: this study was developed under a mixed approach, with a non-experimental design of correlational descriptive scope. The population was made up of 3 principals and 20 teachers, to whom surveys and semi-structured interviews were applied. Results: the results show progress in the incorporation of digital tools and in institutional leadership; however, limitations are identified in teacher training, technological infrastructure, and the articulation between administrative management and pedagogical practice. Likewise, there is a weak implementation of active methodologies mediated by technology and the absence of systematic mechanisms for evaluating the digital impact on learning. Conclusions: it is concluded that digital educational management needs to be strengthened with a strategic and comprehensive plan that allows consolidating an institutional culture oriented to innovation, guidelines for implementation that contribute to the improvement of educational processes are proposed. General area of study: Education. Specific area of study: Digital educational management and pedagogical innovation. Item Type: Original Item.

Introduction: consumer behavior and household consumption have increasingly attracted attention in economics, the social sciences, and marketing, as purchasing decisions significantly influence the financial well-being of families. Objective: to analyses the scientific evolution of this subject area through a bibliometric analysis of publications indexed in Scopus during the period 1969–2026. Methodology: the PRISMA methodology was used for document selection, whilst the Bibliometrix and Biblioshiny tools were employed for data processing, resulting in a final sample of 76 scientific articles. Results: the data obtained show a gradual expansion in scientific output and a variety of research approaches, revealing a shift from approaches based on strict economic variables towards sustainable approaches; they also examine purchasing behaviour and economic well-being, as well as identifying the main authors, sources, countries and thematic structures within the sector. Conclusion: this line of research is currently being consolidated and is relevant for future studies on household consumption and living conditions. General Area of Study: Business Administration. Specific area of study: Marketing. Type of study: Bibliometric review.

Introduction. The gap between theoretical training and practical application in technical nursing is a critical pedagogical problem affecting the quality of healthcare. Objective. To design a methodological strategy based on integrative projects to strengthen the practical application of knowledge among the 26 students of the Technology in Nursing program at ISUC in Ambato. Methodology. A mixed-methods approach was used: a Likert-scale questionnaire (1-5) applied to 26 students from the first, second, and fourth semesters, and a structured questionnaire administered to 6 faculty members. Results. 100% of students across all three semesters value integrative projects as effective tools for bridging theory and practice. All six teachers report implementing active methodologies; however, 100% identify an urgent need to improve inter-faculty coordination and access to clinical simulation. Conclusion. A four-phase methodological strategy is designed participatory diagnosis, collaborative planning, clinical simulation implementation, and reflective evaluation validated through specialist criterion (simplified Delphi, n = 4), whose intermediate evaluation supports its relevance and coherence. General Area of Study: Health Sciences Education. Specific area of study: Technical nursing education; Professional pedagogy. Type of study: Original article.

Introduction: solving 2×2 systems of linear equations is an essential topic in high school; however, students frequently make errors in both conceptual understanding and algebraic procedures. This teaching sequence aims to address these difficulties through active activities, error analysis, and the use of digital resources, with the goal of fostering logical reasoning, participation, and learning in the classroom. Objective: to design a teaching sequence based on error analysis and the use of digital tools to address the most frequent difficulties in solving 2×2 systems of linear equations in the first year of high school at the Gonzalo Zaldumbide Educational Unit. Methodology: the study employed a quantitative, applied approach with a descriptive scope and a cross-sectional, non-experimental design, following research and development methodology. The purposive, non-probability sample consisted of 24 mathematics students and teachers. The information was obtained through a diagnostic pedagogical test, a teacher perception questionnaire with a Likert scale, and a validation form based on expert criteria. The data were processed using descriptive statistics, percentages, means, standard deviation, Cronbach's alpha, and the Content Validity Index (CVI). Results: the diagnosis revealed major difficulties in the procedural dimension, followed by the verification-representational one. A 12-session sequence was designed, structured into four modules (substitution, elimination, reduction, and graphical method with GeoGebra). Specialists validated its relevance and applicability with a CVI of 0.80. Conclusion: the designed sequence constitutes a coherent and feasible methodological alternative to address conceptual, procedural, and representational errors in linear systems. General area of ​​study: Education. Specific area of ​​study: Education. Type of study: Original.

Introduction: The research addresses reading performance in eighth-grade students through a system of contextualized and experiential meaningful readings. Objectives: The general objective was to design a system of meaningful readings for reading performance, enhancing literal, inferential and critical-reflective reading comprehension in students of the Violeta Luna Carrera Fiscal Educational Unit. Methodology: The research was developed through a mixed approach with theoretical, empirical, and statistical-mathematical methods; reading performance tests, teacher interviews and pedagogical observation were applied. Results: The diagnosis showed deficiencies in inferential and critical comprehension, low motivation towards reading, difficulties in oral reading and poor development of critical thinking. Conclusions: As a proposal, a system of meaningful readings was designed based on reflective activities, dramatizations, debates, and creative writing based on texts such as Memory of Smoke, The Night Face Up, The Feather Pillow, Rebels, and the speech by Malala Yousafzai. Partial validation showed favorable results in interest in reading, inferential and critical-reflective comprehension, as well as advances in participation, oral expression, and critical thinking. General area of study: Education. Specific area of study: Language and Literature. Type of item: original.

Introducción: la inteligencia artificial generativa está transformando la escritura académica en la educación superior al facilitar la organización de ideas, la síntesis documental y la revisión lingüística, pero también introduce riesgos relevantes para la autoría, la transparencia y la integridad científica, que exigen un análisis sistemático y actualizado. Objetivo: analizar los aportes, los desafíos éticos y los lineamientos internacionales asociados con su uso en la producción académica universitaria. Metodología: se desarrolló una revisión integrativa sistematizada, de enfoque cualitativo y alcance descriptivo-analítico, mediante búsquedas en bases de datos científicas multidisciplinarias y la consulta de documentos oficiales publicados principalmente entre 2022 y 2026. La selección de fuentes se orientó por criterios explícitos de pertinencia, calidad metodológica y actualidad; la información se organizó en una matriz de extracción y se examinó mediante análisis temático y comparación crítica entre evidencia empírica y lineamientos normativos. Resultados: los resultados evidenciaron beneficios en productividad, apoyo a la escritura y acceso al conocimiento, junto con riesgos de alucinaciones, referencias inexistentes, dependencia tecnológica, plagio y opacidad en la atribución de contribuciones. Existe consenso en que la inteligencia artificial no puede asumir autoría y que su empleo debe declararse explícitamente y permanecer bajo supervisión humana. Conclusión: su integración responsable exige alfabetización en inteligencia artificial, verificación rigurosa de fuentes, evaluación centrada en procesos formativos y políticas institucionales claras y actualizables. Área de estudio general: Educación. Área de estudio específica: Educación superior. Tipo de estudio: Revisión bibliográfica sistemática (revisión integrativa sistematizada)

Introduction. Virtual learning environments (VLEs) have become a highly prominent feature of English language teaching in higher education. Beyond the traditional learning management system, VLEs offer more immersive, mobile-assisted, gamified, and AI-supported learning spaces. However, evidence of their pedagogical contribution is still scattered across different research traditions and technological modalities. Objectives. Systematic review of empirical studies on EVA-mediated English language teaching in higher education, with special emphasis on publication trends, language learning, methodological approaches, educational outcomes, and challenges in implementation. Methodology. A systematic search was conducted in Scopus under the PRISMA 2020 guidelines with the expression ("virtual learning environment" or VAS) and English in titles, abstracts, and keywords. The search found 43 records, of which 21 were excluded in the title and abstract selection stage. 22 full-text reports were assessed for eligibility. Epilogue. Following the PRISMA 2020 guidelines, a systematic search for titles, abstracts and keywords was conducted in Scopus using the expression ("virtual learning environment" or VLE) and "English". The search identified 43 records. After reviewing titles and abstracts, 21 records were excluded and 22 reports were assessed for eligibility for full-text publication. One non-empirical publication was excluded from qualitative synthesis, with seventeen studies included. Results. Evidence points to a gradual shift from traditional platforms such as Moodle and Blackboard to three-dimensional, mobile-assistive, gamified, collaborative, and AI-supported environments. Integrated language skills, English for specific purposes, student autonomy, participation, interaction, and metacognitive development were addressed in the VLEs. Conclusions. The results highlighted the importance of pedagogical-technological alignment in higher education. General area of study: education. Specific area of study: English language education. Type of article: systematic bibliographic review.