Study of teachers’ pedagogical knowledge under the explicit instruction approach in Imbabura, Ecuador

Abstract

Introduction. In Ecuador, gaps between theoretical teacher training and actual classroom practice exacerbate the low PISA results and the recommendations issued by UNESCO. In the educational institutions “Cotacachi” and “Luis Ulpiano de la Torre” (Imbabura), there is a persistent lack of knowledge regarding explicit instruction—an approach proven effective for managing cognitive load (Sweller)—particularly within unequal rural contexts. Objective. To evaluate teachers’ pedagogical knowledge from the perspective of explicit instruction (prior knowledge activation, cognitive load, multimedia principles) among 80 active teachers (2025–2026). Methodology. Descriptive cross-sectional quantitative study. A validated 5-point Likert questionnaire (Google Forms) was applied to the total population: 53% of teachers from “Luis Ulpiano de la Torre” and 47% from “Cotacachi.” Analyses included means/standard deviations (Excel) and Mann–Whitney tests by gender (SPSS). The study complies with Ecuadorian ethical standards. Results. Overall mean: 3.7/5.Prior knowledge activation: 3.0 (high variability, σ = 1.30–1.62). Cognitive load: 4.0 (σ = 1.13–1.41; 32% question the explanations provided). Multimedia: 4.0 (low σ; possible desirability bias). No gender differences were found (p > 0.05). Conclusion. Findings show heterogeneous adoption with critical gaps, suggesting the need for contextualized, evidence-based professional development to promote educational equity. General Area of Study: Pedagogy. Specific area of study: Explicit instruction and teacher training. Type of study: Original articles.