Introduction: The training of researchers in the field of ecotourism is crucial to promoting a scientific and rigorous approach to ecotourism practices. Objective: to develop educational research on ecotourism activities using the PBL methodology. Methodology: the methodology deals with project-based learning, the hierarchy of four criteria; segment A sustainable management of resources, B benefits for the community, C delimits conservation measures and behavior for visitors, D consists of the prevention and mitigation of environmental impacts, the lines of research and the training of university research skills were sharpened. Results: the historical-logical, hypothetical, deductive, systematic, environmental monitoring and evaluation, education and community participation methods were used, checklists, surveys, logical framework methodology, interviews with open, closed, mixed questions, and rubrics were applied to evaluate projects, integrators of knowledge. Focused from the poles of rational use of natural and cultural resources, the conceptualization of educational research, the characterization of an area of biotic protection. is. Conclusion: Transversality in educational research is fundamental to address the complex challenges faced by the field of education, allows a more complete understanding of educational processes, fosters interdisciplinary collaboration and contributes to the development of more effective educational policies, to significantly improve the curriculum, the academic contents of subjects with a greater load of practical hours such as Ecotourism that develops integral participation in students. General area of study: Pedagogy in Vocational Technical Training. Specific area of study: ecology - services. Type of study: Original articles.

Introduction: The learning of fractions in adults requires active didactic strategies with digital technologies. In this sense, simulations are a valuable resource by providing an interactive environment. Objectives: This research aimed to design a system of activities through the integration of PHET Interactive Simulation to strengthen the learning of mathematical fractions in adults aged 40+ years in the night modality of the PCEI Rumiñahui Basic Education School. Methodology: The study adopted a mixed, applied and field approach, with a descriptive-propositional scope. He used theoretical (analytical-synthetic, inductive-deductive, modeling) and empirical (diagnostic test, student survey, teacher interview) methods. Results: Data analysis was performed using frequency distribution. The evaluation focused on four dimensions with their indicators: conceptual understanding, procedures-operability, representation, communication, attitudes, and metacognition. The initial diagnosis showed reduced global understanding in procedures, representation, communication, and low self-regulation. A system of activities with PhET was designed that includes specific objectives, orientations, work with the simulator and evaluation. Conclusions: after implementation in the teaching-learning process, the results significantly improved all the indicators evaluated, except for the simple average, which remained with the same value. In addition, high acceptance and feasibility by the students was reflected. General area of study: education. Specific area of study: Educational technology. Type of study: Original article.

Introduction: Motor development in children with visual impairment represents a significant challenge within the educational context, particularly in physical education. The difficulties associated with the absence or limitation of vision have a direct impact on balance, coordination and spatial orientation, fundamental aspects for motor autonomy and participation in school life. Objectives: The objective of this study was to develop and implement a program of proprioceptive activities aimed at improving balance and coordination in students with total visual impairment, in children aged 10 and 11 years, from a specialized educational unit in the city of Quito. Methodology: research with a quantitative approach and a pre-experimental design was used with the application of a pre-test and a post-test, working with an intentional sample of 20 students (12 males and 8 females). Proprioceptive activities were applied for 8 weeks, organized in 45-minute sessions, twice a week, using accessible materials and multisensory methodologies. The evaluation was conducted using the Flamingo balance test and an adapted version of the KTK test, incorporating auditory cues, tactile guidance, and spatial adjustments. Results: The results showed a significant improvement in postural control and motor coordination in all participants, with an average increase of 16.7% in the KTK subtests. Likewise, a 21.4% reduction in imbalances was observed in the Flamingo test, which validates the effectiveness of the program. Conclusions: The proposed intervention proved to be viable, safe, and pedagogically relevant for inclusive contexts, and is aligned with educational equity regulations. Replication is recommended in institutions with a visually impaired student population. General area of study: Education. Specific area of study: Inclusive Physical Education. Item type: Original.