Introduction: The road connecting Alóag and Santo Domingo is one of the main routes linking Ecuador’s coastal and highland regions. It experiences frequent landslides due to geomorphological, climatic, and anthropogenic factors, while existing information is limited and outdated. In this context, geomatics and remote sensing enable the creation of up-to-date maps for identifying critical areas. Objectives: To spatially analyze landslide vulnerability along the Alóag–Santo Domingo Road during the period July 2024–June 2025, using geomatics to generate technical and specialized maps that enable the delineation of critical zones. Methodology: The study was conducted using a non-experimental, cross-sectional, and correlational design with a mixed-methods approach. Google Earth Engine was used to process and download remote sensing data (SRTM, CHIRPS, Sentinel-1, and Sentinel-2). The variables were normalized using fuzzy logic to perform a multi-criteria analysis and assess susceptibility, which was validated using statistical metrics such as the success rate and AUC. Results: The variables with the highest weights were slope, flow accumulation, and aspect, with an AHP consistency index of 0.04; validation metrics indicated an AUC of 0.82 and 85.71% of landslides concentrated in areas of high and exceedingly high susceptibility. Conclusions: The integration of geomatics, multi-criteria analysis, and fuzzy logic enables the creation of robust, reproducible, and updatable models for assessing vulnerability, providing a replicable methodology that strengthens preventive risk management. General Area of Study: Environment. Specific area of study: Risk and Natural Disaster Management. Type of study: Original article.

Introduction: a child's first language acquisition begins at birth and continues until puberty, and its importance encompasses cognitive, affective, social, and educational dimensions. During the first three years of a child's life, they are exposed to language in their environment. During this time, the child develops their language abilities. In this context, exposure means that children are physically immersed in a particular linguistic environment where they can continuously hear, interact, and communicate in that specific language. Objective: to analyze the development of oral language in 2–3-year-old infants from two educational institutions in Tungurahua: the "La Dolorosa" and "Capu Kids" Child Development Centers (CDIs). Methodology: this study employs a non-experimental, mixed-methods design. It is descriptive in scope, as it seeks to characterize and detail the components of oral language and associated factors. It is also cross-sectional since the instruments will be administered at a single point in time. Results: the results show that most children receive frequent language stimulation at home but still exhibit difficulties with speech clarity and some communicative behaviors, such as naming objects or initiating interactions. Teachers confirm that the educational environment contributes to these advances, although family support remains crucial. Conclusion: regarding the analysis of oral language development in 2–3-year-old infants, the results determined that children from the "La Dolorosa" and "Capu Kids" Early Childhood Development Centers (CDIs) show differences attributable to family, sociocultural, and educational factors that directly influence the rate of language acquisition. The institutions play a significant role in creating a structured communication environment, although active family participation remains essential for language progress. General Area of ​​Study: Education. Specific Area of ​​Study: Neurodevelopment. Type of Study: Original Article.