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.

Introduction: education in general, goes through constant changes in each of its stages, even more so with technological advancement, where the linking of science with innovation, encourages the significant development of skills in students, even more so when the person must communicate or write texts, for this reason, eighth-year students of basic general education at the "Sagrado Corazón de Jesús" Educational Unit in the city of Latacunga, present very low levels of reading comprehension and clear writing, which impacts low academic performance in this area. For this reason, addressing reading and writing skills from the use of gamification, and based on previous research, positively favors learning, where learning by playing and overcoming challenges, motivates the student, and generates interest. Objective: to analyze the impact of gamification on the reading and writing skills of 8th grade students of Basic General Education at the “Sagrado Corazón de Jesús” Private Educational Unit. Methodology: the research paradigm is quantitative, with a quasi-experimental design for a single work group, cross-sectional, and using theoretical, empirical, and mathematical methods. A non-probability sample, with the intention of the researchers, is used, consisting of 20 eighth-year students in parallel basic general education “B”. Results: within the intervention, through a ten-question questionnaire validated by experts and analyzed for reliability, students showed favorable perceptions toward the use of gamification in the teaching and learning process aimed at acquiring reading and writing skills. In another sense, after administering the pretest and posttest to the study group, a 13.58% improvement was seen in text comprehension and subsequent writing. Conclusion: gamification, like the various existing innovative strategies, has a positive impact on reading and writing skills, since, by integrating technology into the learning process, students obtain better results compared to traditional teaching and learning methods in Language and Literature, where the combination of playful elements such as entertainment, challenges and challenges combined with curricular content, turn gamification into a strategy capable of fostering better skills and abilities in students both in reading comprehension and written production. General Area of Study: Education. Specific area of study: Language and Literature. Type of study: Original articles.

Introduction: In the 21st century, artificial intelligence (AI) has emerged as a catalyst for change in various sectors, and education is no exception. Its ability to analyze large volumes of data, personalize learning experiences, and automate administrative tasks has reconfigured the educational landscape globally. Objective: The general objective of this study was to analyze the impact of the use of artificial intelligence (AI) on technical-professional teacher training at the Instituto Técnico Agropecuario Ciudad de Valencia, located in the province of Los Ríos, Ecuador. Methodology: The problem posed focused on the lack of technological and pedagogical skills of teachers, as well as the limited availability of resources and training to integrate AI tools into their educational practices. To address this problem, a non-experimental, descriptive, and correlational design with a quantitative approach was used. Data collection was conducted through a structured questionnaire with Likert-scale questions, administered to a sample of 20 teachers. Results: The data were analyzed using Jamovi statistical software. The main result showed a high positive correlation (r = 0.763) between the perception of AI and teacher training, indicating that the implementation of AI tools is linked to improvements in pedagogical skills, teacher motivation, and adaptability to change. Conclusion: The main conclusion highlights that, although teachers have a favorable perception of AI, there are barriers related to training and resources that must be overcome. This highlights the importance of comprehensive strategies that strengthen both technological and pedagogical skills to maximize the impact of AI in technical and professional contexts. General area of ​​study: Education. Specific area of ​​study: Master’s in digital Environments. Type of study: Original articles.

Introduction. This study examines the implementation of Kahoot as a pedagogical tool in Language and Literature, targeting upper elementary school students. It analyzes its benefits in fostering active participation and interactive teaching, improving reading comprehension and mastery of literary content, aiming to optimize motivation and academic performance in the classroom. Objective. The objective is to evaluate the effectiveness of this strategy in enhancing meaningful learning and student motivation. Methodology. This study adopts a quantitative approach, using a non-experimental, cross-sectional design. This involves observing the phenomenon in its natural context and collecting data at a single point in time. A descriptive method will be used to characterize and detail students' perceptions of Kahoot in Language and Literature. Results. The results revealed that 45% of students are familiar with Kahoot, while 60% do not read texts regularly, impacting their performance. Most have intermediate grammatical knowledge and moderate difficulties in reading comprehension, highlighting a lack of frequent use of digital tools in class. Although 35% of students feel neutral about the use of technology, another 35% express discomfort, reflecting the need for additional support. Results suggest that Kahoot could facilitate motivation and learning in this area. Conclusion. The results demonstrate the feasibility of Kahoot as a pedagogical tool to motivate and improve learning in Language and Literature. Implementing this digital resource could foster student engagement with content, especially considering the identified gaps in reading and comprehension. Additionally, the discomfort of some students with technology underscores the importance of accompanying them in their digital integration. This study lays the foundation for promoting the use of interactive strategies in the classroom, contributing to meaningful and up-to-date learning in the current educational context. General Area of Study: Education Specific Area of Study: Didactics Type of Study: Original Articles.

Introduction. The relationship between hearing difficulties and balance determines that, to improve the inclusion process of students with hearing impairments in Physical Education, the implementation and adaptation of exercises aimed at developing and compensating for balance is contemplated. Objective. To design a system of proprioceptive exercises to improve balance and the inclusion process of students with hearing impairments in Physical Education. Methodology. The research was based on a mixed approach with an experimental design, in its pre-experimental variant. It was developed in an educational institution in the city of Riobamba, Ecuador, occupying four stages: diagnosis, elaboration, implementation, and validation. The theoretical methods used were: analytical-synthetic, inductive-deductive, and modeling, which allowed to delve deeper into the theoretical framework of the research and, in turn, to model the proposal. As empirical methods, quantitative observation and documentary review were used. Among the techniques employed were the observation guide and the BESTest balance assessment test. The sample was non-probabilistic, and the inclusion criterion was 6 students with mild to moderate hearing impairments. Results. A three-stage exercise system is provided, including recreational activities, proprioceptive exercises, and sensory-motor circuits. Considering its structure, components, and adaptability, it contributed to improved balance in students with hearing impairments, demonstrating progress in both inclusion and motor development. Conclusions. The proprioceptive exercise system developed favored balance correction and improved the inclusion process in physical education for participating students with hearing impairments. This confirms the importance of progressively adapted exercises with inclusive objectives in physical education classes to achieve true inclusion. General Area of Study: Education. Specific Area of Study: Inclusive Physical Education. Article Type: Original.

Introduction. The impact of social media on adolescents is a widely studied topic in literature, with mixed results. Some analyses find no significant relationship between the time they spend on these platforms and their self-esteem, while some authors highlight that excessive use can cause addiction, which may be related to higher levels of anxiety. This research is primarily aimed at adolescents and the influence that social media exerts on their emotional, psychological, and social development. Both the benefits and potential negative consequences are considered. Objective. To propose a digital manual to encourage the proper use of social media for adolescents aged 12-14 at the "Mariano Aguilera" educational unit. Methodology. This study employs a mixed approach, combining quantitative and qualitative methods. The population consists of 70 students from the "Mariano Aguilera" Educational Unit. The research is structured in two phases: data collection and proposal. To obtain the information, the bibliography related to the research object is analyzed, structured questionnaires are administered to the students, and the results are analyzed. The proposal is evaluated using expert methods which perform qualitative and quantitative assessments. Results. Social media are key platforms for the exchange of information and opinions, allowing users to share images, videos, and other content. The assessment indicates that 100% of the students surveyed use social media for various purposes; however, a need for educational guidance is noted. A digital manual is proposed to encourage the proper use of social media for adolescents at school, which is validated with satisfactory results. Conclusion. The study confirms that the use of social media has both benefits and risks for adolescents aged 12 to 14. The proposed digital manual to encourage the proper use of social media for adolescents at the school has an appropriate structure and provides benefits for student learning. General Area of Study: Education, digital environments. Specific area of study: technologies. Type of study: Original articles.