Introduction: This article explores the integration of Information and Communication Technologies (ICTs) into pedagogical processes, highlighting how these tools have transformed traditional teaching models into more interactive, personalized, and inclusive approaches. Contemporary education faces the challenge of adapting to an ever-changing digital environment, where ICTs become fundamental allies to enhance learning. Objective: To analyze the impact of ICTs on the best pedagogical methodologies. Methodology: A mixed approach was adopted. First, a documentary analysis was conducted on previous studies related to the implementation of ICTs in education. Subsequently, a collection of statistical data on the use of ICTs in educational pedagogy was applied. Result: The results show that the majority of teachers consider that ICTs significantly improve student motivation and facilitate the teaching of complex content. Tools such as virtual learning platforms, interactive applications, and gamification systems stood out as the most effective in terms of participation and knowledge retention. However, the study also highlighted the need for greater teacher training and equitable access to technology. Conclusions: The incorporation of ICTs in education has proven to be a valuable tool for transforming pedagogical processes and fostering meaningful learning, as well as for ongoing teacher training and inclusive educational policies that ensure their use in diverse contexts. This study underscores the importance of combining technology and pedagogical innovation to address the challenges of 21st-century education.

Introduction. Currently, teaching mathematics has become a challenging activity for eighth-grade elementary school students. One of the main reasons why the approach to mathematics and the development of logical-mathematical skills become a problem in the classroom is the use of a traditional methodology. This means that many teachers encourage the memorization of concepts and procedures, which prevents a deep understanding of mathematics, the development of skills, and their application in real life. In this way, students fail to approach the subject in a meaningful way, and they fail to develop the logical-mathematical and technical skills that are essential to consolidate analytical thinking that allows them to solve problems. Objective. To develop a proposal based on the problem-solving methodology for the promotion of logical-mathematical and technical skills in eighth-grade students of basic general education at the "Don Bosco" Fisco-missionary Educational Unit located in the province of Esmeraldas. Methodology. Quantitative and applied study. The analytical-synthetic and deductive-inductive methods were used. The research techniques included a pretest and posttest with a particular group of eighth-grade students in Basic General Education. Non-probability and convenience sampling were used. The sample consisted of 85 eighth-grade students, aged between 12 and 13. Results. The results obtained show that after applying the problem-solving methodology, there was a notable change in students' perceptions of the strategies used in the classroom to strengthen their mathematical and technical skills. The pretest data determined that most students agreed that the main activity used by the teacher was solving exercises written in notebooks. However, after the intervention, most students stated that problem-solving became the main methodology applied. Conclusion. The research conducted allows us to conclude that the application of problem-solving methodology in mathematics instruction produced significant improvements in the perception, motivation, and development of logical-mathematical and technical skills in eighth-grade students at the "Don Bosco" Catholic School, located in the province of Esmeraldas. This is because the methodology transformed the traditional approach based on rote exercises into a dynamic, contextualized, and participatory learning experience, fostering mathematical understanding and reasoning. General Area of Study: Education. Specific area of study: Mathematics Education. Type of study: Original articles.