Characterization and analysis of the sustainability of productive systems in La Maná

Maicol Jhoan Mendez Manrique — 2026-01-05

Introduction: Globally, agricultural systems face a sustainability crisis marked by the challenge of balancing productivity, environment, and social development. Sustainability indicators allow for measuring this balance and guiding strategic actions. In Ecuador, a country dependent on the primary sector, agriculture is affected by climate change and inadequate resource management, compromising food security and poverty reduction. Research highlights that conserving natural systems optimizes costs and production, while the transition toward agroecological models and new forms of commercialization is essential to achieve long-term sustainability. Within this framework, the present study focuses on the characterization of the sustainability of productive units in the La Maná canton (Cotopaxi), evaluating three dimensions: economic, ecological, and sociocultural. The analysis seeks to identify strengths, weaknesses, and priority areas, contributing to the design of strategies that strengthen rural resilience and sustainability in the territory. Objective: To characterize the sustainability of agricultural production units in La Maná canton, located in the subtropical region of Cotopaxi province, Ecuador. Methodology: The research was conducted in the parishes of La Maná canton (Cotopaxi), applying a proportional stratified random sampling of 72 productive farms. Techniques such as observation, surveys, and multivariate analysis (SPSS and InfoStat) were used to characterize sustainability across economic, ecological, and sociocultural dimensions. Indicators were weighed according to their relevance. The General Sustainability Index (GSI) was calculated, considering that each dimension should reach values above 2. Results: The sustainability assessment in La Maná shows an intermediate performance: the economic dimension is acceptable (2.33), the sociocultural dimension is moderate (2.28), and the ecological dimension is the lowest (1.71), which limits overall sustainability. The general index (2.50) does not reach the required threshold. Strengthening agroecological practices, productive diversification, and the recovery of ancestral knowledge are necessary to progress toward a sustainable model. Conclusions: The results indicate that La Maná is at a medium level of sustainability, with a favorable economic base but challenges in the environmental and sociocultural dimensions. Future sustainability requires reinforcing agroecological systems, expanding solidarity markets, and consolidating public policies that support community-based management. General study area: Agronomy. Specific study area: Production. Article type: Original.

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

Milton Javier Bisbicuz Barreiros — 2026-01-15

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.

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Characterization and analysis of the sustainability of productive systems in La Maná

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