Introduction: The Kichwa language, native to the central Andes of South America, is not only a means of communication, but also a key component of Ecuadorian cultural identity. Spoken by millions of people in countries such as Ecuador, Perú, and Bolivia, Kichwa is essential to preserve the traditions, values and worldview of indigenous communities. Objectives: The objective of this study is to analyze the factors that influence the appropriation of the Kichwa language in reading and writing among technical high school students in the community of La Cocha, Zumbahua, Cotopaxi. Methodology: A qualitative research design is established, of documentary type, where the case study of the implementation of EIB in communities of Cotopaxi is conducted, analyzing the educational and cultural results. Results: The community faces the urgent need to strengthen the use of Kichwa in all its forms within the educational system, ensuring that students not only learn the language orally, but also in its writing, to preserve and revitalize this ancestral language. This diagnosis highlights the main problems of the community of La Cocha related to education, the use of Kichwa and socioeconomic limitations, in a clear and direct way. Conclusions: The Kichwa language is at serious risk of extinction in the community of La Cocha due to the predominant adoption of Spanish, driven by migration to the cities and the lack of opportunities to use Kichwa in formal and everyday contexts. This loss of language also leads to a decrease in the appreciation of Andean culture and a threat to the identity of the community. General area of study: education. Specific area of study: education. Type of item: original.

This study analyses the current state of the implementation of digital government and the use of artificial intelligence (AI) in the GAD of Pujilí, in Ecuador. This allowed us to clearly identify the most common opinions among civil servants. The research was developed with a quantitative, descriptive and correlational approach, using a structured survey applied to officials of the GAD of Pujilí, which allowed us to obtain concrete data on the current state of digital government and the use of artificial intelligence. To analyse the results of the survey, basic statistical techniques were used, such as the calculation of percentages and the comparison of frequencies. Through a survey applied to officials from different areas, strengths such as the use of social networks and basic technologies were identified, as well as a positive attitude towards AI as a support tool. However, important limitations were also evident, such as the lack of specialised training, poor policy planning, low investment in technological infrastructure and institutional lack of knowledge on digital issues. Based on these findings, recommendations are proposed that focus on continuous training, the development of an institutional digital plan, the establishment of clear rules for the ethical use of AI and the promotion of strategic alliances.

Introduction: Currently, innovative approaches in education cause significant changes in the training processes that are conducted. One of them corresponds to competency-based learning, which proposes a comprehensive development of the student through the consolidation of skills, attitudes and knowledge that are key in their performance in different spaces of reality. Objectives: Due to the importance of this approach, this article aims to analyze the main challenges and propose effective strategies to promote the development of skills that facilitate the implementation of competency-based learning in the classroom. Methodology: The methodology is based on a qualitative, non-experimental, documentary, and descriptive study based on a bibliographic review in the academic databases Scielo, Dialnet, Redalyc, Google Scholar, Scopus and Elsevier. The instrument used was the Prisma 2020 matrix. Results: The results obtained determine that the skills necessary for the application of competency-based learning correspond to conceptual, procedural, and attitudinal skills. Conclusions: It is concluded that the development of these skills, both in teachers and students, is a priority, because this approach demands a meaningful change in the traditional roles that have been implemented in the classroom. Teachers need to become guides in the training process and students must assume an active, autonomous, and responsible role in their learning process, which demands new teaching, evaluation, and participation processes. General area of study: Educational sciences. Specific area of study: Didactics and teacher training. Type of article: Systematic bibliographic review.