Introduction: Education today faces great challenges due to the dizzying advance of technology. This is evident in the first years of schooling, where reading and writing constitutes a central axis of the educational process, which, if not consolidated progressively, produces a fracture in academic development. Objectives: To analyze the impact that Generative Artificial Intelligence (AGI) tools can have on the strengthening of reading and writing in second-year students of Basic Education (EGB) of an urban institution in the province of Morona Santiago, Sucúa. Methodology: A pre-experimental design was applied with pre-test and post-test in a single group, consisting of 28 participants. Results: Reading and writing activities supported by the IAG were worked on for two weeks to progressively strengthen writing, reading comprehension and written production. After implementation, students showed improvements in phoneme recognition, reading fluency, comprehension of short texts, and a decrease in errors in written production. Conclusions: It is concluded that the integration of AGI, mediated by the teacher, contributes significantly to progressively strengthening reading and writing in the first years of basic education. General area of study: Education. Specific area of study: Artificial Intelligence applied to education. Type of item: original.

Introduction: the development of algebraic thinking in Basic General Education constitutes a fundamental process for understanding mathematical relationships and transitioning toward higher levels of abstraction. However, numerous studies show that students present difficulties in pattern identification, the use of variables, and the generalization of relationships, due to the predominance of traditional teaching methodologies. In this context, the integration of technological tools such as Scratch emerges as an innovative alternative to strengthening these learning processes. Objective: to design a didactic strategy mediated by Scratch for the development of algebraic thinking in ninth-grade students of Basic General Education. Methodology: the research was conducted under a mixed-methods approach, with a longitudinal pre-experimental design, applying a pretest and a posttest to a particular group of 35 students. Additionally, a semi-structured interview was conducted with five mathematics teachers. Quantitative data were analyzed using descriptive statistics, while qualitative data were examined through categorization by dimensions. Results: the findings revealed a low initial level, with an average achievement of 41.1% and 77.1% of students at initial and basic levels. After the intervention, improvements of over 30 percentage points were observed, reaching achievement levels above 70% in most indicators and 71.5% of students at satisfactory and advanced levels. Conclusions: the Scratch-mediated didactic strategy significantly contributes to the development of algebraic thinking by enhancing the understanding of variables, pattern identification, and the generalization of relationships, establishing itself as an effective and innovative pedagogical alternative. General area of study: education. Specific area of study: mathematics. Type of item: original.

Introduction. The assessment of mathematical competencies in upper secondary education remains a challenge for schools seeking to move beyond practices focused on memorization, procedural repetition, and the exclusive evaluation of results. In this context, Project-Based Learning is a relevant methodological alternative for promoting problem solving, logical reasoning, collaborative work, and the application of mathematical knowledge to situations close to students’ realities. Objective. To analyze assessment criteria and practices based on Project-Based Learning for evaluating mathematical competencies among upper secondary students from public and publicly funded faith-based schools. Methodology. The study followed a mixed-methods approach, with a convergent parallel design, descriptive-comparative scope, and cross-sectional orientation. A total of 183 students and 13 mathematics teachers from two educational institutions in Esmeraldas participated. Surveys, semi-structured interviews, and document analysis were used for data collection. Quantitative data were processed through absolute frequencies and percentages, while qualitative information was examined through content analysis and methodological triangulation. Results. The findings show that students perceive a limited use of projects and real-life problems in mathematics assessment, especially in public institutions. In contrast, teachers provide a more favorable assessment of their own evaluative practices, revealing a gap between students’ perceptions, teachers’ views, and documentary evidence. Triangulation made it possible to identify the need for clearer assessment criteria to evaluate processes, performance, argumentation, collaborative work, and contextualized evidence. Conclusion. The study concludes that the assessment of mathematical competencies in the analyzed institutions requires more explicit articulation with Project-Based Learning through formative and authentic criteria that allow teachers to evaluate not only final products but also the learning process. The study contributes a proposal of assessment criteria applicable to public and publicly funded faith-based educational contexts. General area of study: Education. Specific area of study: Pedagogy and didactics of mathematics. Type of study: Original article.

Introduction: Analog broadcasting played a decisive role in the communicational, cultural, and social development of Riobamba, becoming a historical landmark of Ecuadorian radio throughout the twentieth century. Objective: To reconstruct the historiography of broadcasting in Riobamba on the centenary of Ecuadorian radio by identifying the emergence, development, and disappearance of the radio stations that operated on Shortwave (SW) and Amplitude Modulation (AM). Methodology: This study adopted a historical-biographical approach with a descriptive scope. It was based on documentary and hemerographic review, oral testimonies, interviews with broadcasters from the period, and the administration of a questionnaire to 74 professionals linked to the broadcasting sector. Results: The findings demonstrate that Riobamba played a pivotal role in the origins of Ecuadorian broadcasting with Radio El Prado and document the trajectory of seventeen radio stations that contributed to the informational, educational, cultural, religious, and community development of Chimborazo. Discussion: identified the main factors behind the decline of analog broadcasting, including audience migration to FM broadcasting, the emergence of the Internet and digital platforms, rising operational costs, declining advertising investment, and the limited technological modernization of AM stations. Conclusion: Broadcasting in Riobamba represents a communication heritage of significant historical and cultural value. Its preservation contributes to understanding the evolution of mass media in Ecuador while safeguarding the memory and legacy of the pioneers who shaped its development. General field of study: Communication. Specific field of study: Communication and Culture.

Introduction. Environmental education requires experiences connected to the school context and teaching mediation that gives pedagogical meaning to digital resources. Objective. To analyze teachers’ perceptions of the integration of technological resources in environmental education, considering student results as complementary contextual information. Methodology. The study followed a quantitative, non-experimental, cross-sectional and descriptive design. A Likert scale was applied to four teachers, and a student dataset of 43 valid cases processed in SPSS was reviewed. Results. Teachers’ assessment was high: 97.5% favorable for technological resources and 100% for environmental education. Among students, 62.8% reached a medium level, and the mean score was 7.581 out of 10. Conclusion. Teachers show openness to technological use, although student data suggest the need to strengthen planning, guidance and didactic continuity. General area of study: Education. Specific area of study: Environmental education and educational technology. Type of study: Original article.

Introduction. The implementation of innovative practices in early childhood education faces challenges related to teacher training, the availability of adequate spaces and family participation, as the home constitutes the child’s first learning environment. Objective. The purpose of this study was to diagnose the role of the family in the implementation of innovative practices in early education in public educational institutions of the Pujilí canton, considering the participation, accompaniment, and perception of parents in the face of innovative pedagogical strategies. Methodology. A quantitative approach was used, with a non-experimental design, cross-sectional and descriptive scope. The sample was made up of 35 parents from five educational institutions in the Pujilí canton. A questionnaire validated by expert judgment and with a reliability of a=0.894 (Cronbach’s alpha) was applied. Data were analyzed using descriptive statistics, Pearson correlation, linear regression, chi-square, and ANOVA Results. It was evidenced that the family role presented a moderately high mean (M=3.64; SD=1.07); however, it did not show significant correlations with the use of ICT in the classroom (r=0.144; p=0.408) and a positive correlation between the use of ICT in the classroom and logical-mathematical learning (r=0.549 p<0,001). Conclusion. The diagnosis made it possible to characterize the participation, accompaniment, and perception of families in the face of innovative practices in early education. In the sample studied, family innovative did not show a direct influence on the implementation of these practices, which suggests that the institutional context and pedagogical conditions play a relevant role in the development of educational innovation. General Area of Study: Education. Specific area of study: Initial Education / Educational Innovation. Article type: Original.

Introduction: this research analyzes the limitations that hinder the implementation of educational innovation practices in the teaching-learning process in Early Childhood Education, considering that the incorporation of innovative methodologies and technological resources constitutes a fundamental element to improve educational quality and respond to the needs of the current context. Objective: to diagnose the limitations that hinder the implementation of educational innovation practices in the teaching-learning process. Methodology: it was developed with a qualitative approach, with descriptive design and inductive method. For the collection of information, the interview was used as a technique and the semi-structured interview guide as an instrument, applied to two teachers from educational institutions in the province of Cotopaxi. The information obtained was organized, coded, and analyzed using the ATLAS.ti software. Results: it was identified that the main barriers to educational innovation are insufficient teacher training in ICT, the limited availability of technological resources, connectivity problems and institutional conditions that restrict the incorporation of innovative strategies. In addition, it was evidenced that the appropriate use of technological resources favors motivation, participation, and the development of significant learning in children when there are teacher training and institutional support. Conclusion: the effective implementation of educational innovation practices requires strengthening teachers' digital skills, improving technological infrastructure, and consolidating an institutional culture oriented towards innovation, to optimize teaching and learning processes and promote higher quality education at the initial level. General area of study: Education. Specific area of study: Early Childhood Education. Type of study: Original article.

Introduction. The integration of digital technologies in Early Childhood Education has emerged as a strategic approach to enriching teaching and learning processes. However, its implementation continues to face challenges related to technological resources, internet connectivity, and teacher professional development, which influence the development of early logical-mathematical skills. Objective. To assess the integration of digital technologies into learning processes in Early Childhood Education and analyze their contribution to the development of logical-mathematical skills. Methodology. This study adopted a mixed-methods approach with a non-experimental, descriptive, and field-based research design. The participants included three Early Childhood Education teachers selected through purposive non-probability sampling and 28 children whose performance was assessed using an observation checklist. Data was collected through semi-structured interviews and direct classroom observation. Qualitative data were analyzed using thematic analysis, whereas quantitative data were examined through descriptive statistics, including frequencies and percentages, using IBM SPSS Statistics. Results. The findings revealed that teachers used laptops, educational videos, and digital applications as resources, promoting motivation, active participation, and the development of logical-mathematical skills, particularly classification, seriation, and pattern recognition. Classroom observations showed that 89.3% of the children correctly classified objects, 85.7% actively participated, 78.6% performed seriation tasks, 75.0% recognized patterns, and 71.4% used digital resources autonomously. Nevertheless, persistent barriers were identified, including limited technological equipment, inadequate internet connectivity, and insufficient teacher training. Conclusion. The pedagogical integration of digital technologies enhances logical-mathematical learning in Early Childhood Education when supported by intentional instructional planning and effective teacher mediation. Strengthening technological infrastructure and promoting continuous professional development for teachers are essential to consolidating innovative and sustainable educational practices. General area of study: Education. Specific area of study: Early Childhood Education. Type of study: Original article.

Introduction. The availability of technological tools in Early Childhood Education institutions is an essential element to promote innovative, inclusive teaching and learning processes in accordance with the demands of contemporary education. However, in rural contexts, limitations related to technological infrastructure, internet connectivity and access to digital resources persist, restricting the effective integration of technologies into pedagogical practice and limiting children's learning opportunities. Objective. To diagnose the availability of technological tools in educational institutions at the level of Initial Education in the Pujilí canton. Methodology. This research was developed with a qualitative, field, applied and descriptive level approach. The information was collected through semi-structured interviews with two teachers from rural institutions, previously validated by experts. The data were analyzed using the ATLAS.ti software, allowing the identification of emerging categories related to the availability and use of technologies in Early Childhood Education. Results. Five emerging categories were identified: access to and availability of technological resources; connectivity and infrastructure; pedagogical use of technological tools; teacher training; and contribution of technological tools to the development of logical-mathematical thinking. The findings showed limited availability of technological resources, unstable connectivity, and high dependence on personal devices by teachers. The technological tools used by teachers generated less interest in logical-mathematical activities; this translates into a limited participation of children within the teaching-learning process. Conclusion. The availability of technological tools in Early Childhood Education continues to be conditioned by limitations of infrastructure, connectivity, and institutional endowment. Consequently, it is necessary to strengthen investment in technological resources, improve connectivity and promote permanent teacher training programs that favor an effective pedagogical integration of technologies from the early educational stages. General Area of Study: Education. Specific area of study: Educational innovation in Early Childhood Education. Type of study: Original article.

Introduction: educational innovation at the initial level demands teachers with pedagogical and digital competencies that respond to the needs of current education; however, various institutional and contextual factors limit its development and implementation. Objective: to diagnose teaching competencies for educational innovation at the initial level in educational institutions in the canton of Pujilí, province of Cotopaxi, Ecuador. Methodology: the research was developed under the socio-critical paradigm, with a qualitative approach, phenomenological design, applied type, descriptive level, and inductive method. Four teachers selected through intentional non-probabilistic sampling participated; the information was obtained from semi-structured interviews; was analyzed under the support of the ATLAS.ti software. Results: the findings showed that, although teachers recognize the potential of ICTs, their use is limited to basic resources due to the lack of curricular integration; in addition, deficiencies in infrastructure, connectivity, resources and digital training, together with institutional support, restrict pedagogical innovation and hinder the development of interactive experiences that strengthen children's mathematical logical thinking. Conclusion: the diagnostic study of teaching competencies for educational innovation integrates pedagogical, technological, institutional, and contextual knowledge. Although there is a willingness to innovate and use ICTs, infrastructure, connectivity, and training limitations persist. The findings guide training programs, institutional accompaniment and policies that strengthen a culture of innovation in Early Childhood Education. General area of study: Education. Specific area of study: Educational innovation in Early Childhood Education. Type of study: Original articles.

Introduction: the development of English language skills during early childhood requires educational resources that promote active, meaningful, and multisensory learning experiences. Objective: design a sensory book aimed at teaching English vocabulary to children ages 3 to 4 by integrating multisensory strategies based on prior experiences and research. Methodology: a qualitative approach was adopted using a literature review research design. Information was collected using a validated checklist applied to the analysis of five scientific studies focused on the design and implementation of sensory and interactive books for language development. Results: the findings identified common pedagogical principles based on active learning, learning through play, and multisensory experiences. Furthermore, the studies reviewed highlighted the use of tactile and firsthand materials, picture-word associations, storytelling, songs, and guided interaction as effective strategies for vocabulary development. Conclusion: the literature review confirmed that multisensory, play-based, and interactive strategies promote vocabulary development and meaningful learning of English in early childhood. These findings provided a scientific basis for the design of the sensory book and the use of observation-based assessment. General Area of Study: Education. Specific area of study: Learning English as a Foreign Language in Early Childhood Education. Type of study: Systematic bibliographic review.

Introduction. Multilingual English as foreign language classrooms require learning materials that connect pedagogical objectives with students’ linguistic and cultural realities. Objective. To develop and evaluate culturally responsive learning materials for multilingual students at the Eladio Roldós Barreiro Educational Unit, considering pedagogical relevance, cultural significance, and contextual appropriateness through a design-based research approach. Methodology. A mixed-methods design-based research study was conducted with 70 multilingual EFL students aged 12–17. Semi-structured interviews were analyzed thematically and quantified through frequencies and percentages; students’ perceptions of the implemented materials were assessed through a Likert-type questionnaire. Three specialists reviewed the instruments and materials, and qualitative and quantitative findings were integrated through methodological triangulation. Results. Students showed a preference for interactive activities, particularly games (48.6%) and dialogues (45.7%), while pronunciation was the most frequently reported learning difficulty (45.7%). Spanish was the main language of daily communication for 97.1% of participants. Cultural references such as Christmas and New Year were frequently identified, and the evaluation of the implemented materials showed positive perceptions of their pedagogical relevance, cultural relevance, and contextual appropriateness. Conclusion. The findings support the use of culturally responsive materials that incorporate students’ communicative preferences, linguistic backgrounds, and meaningful cultural references. The DBR process provided empirical evidence for refining contextualized EFL materials in multilingual educational settings. General Area of Study: Education. Specific area of study: English language pedagogy and intercultural education. Type of study: Original article.

Introduction: neuropedagogy has emerged as an interdisciplinary approach seeking to connect neuroscience, cognitive psychology, and educational theory with classroom practice. Objectives: this review synthesizes recent and foundational literature examining how neuroscience-informed pedagogies may influence academic performance, metacognition, motivation, emotional regulation, student agency, problem solving, and engagement. Methodology: twelve identifiable sources published between 2020 and 2026 were reviewed, including theoretical papers, conceptual frameworks, quasi-experimental studies, mixed-methods research, and classroom interventions. Across the literature, five recurrent dimensions of neuropedagogical practice were identified: (a) cognitive processes and neuroplasticity, (b) metacognition and learner autonomy, (c) emotional and social learning, (d) active and contextualized learning, and (e) individualized and technology-supported instruction. Results: empirical studies report positive outcomes associated with neuroscience-informed approaches, including improvements in academic achievement, communicative competence, technical performance, executive functioning, emotional intelligence, and student agency. Particularly relevant evidence comes from high-school contexts, including a seven-month quasi-experimental study conducted with Ecuadorian Baccalaureate students that reported a large effect of neurodidactic instruction on English communicative competence. However, the literature also presents important methodological limitations, including small samples, heterogeneous interventions, reliance on qualitative or self-reported evidence, and the persistence of a translation gap between neuroscientific findings and educational practice. Conclusions: overall, neuropedagogy appears promising when understood not as a collection of “brain-based” techniques but as a structured approach to designing emotionally supportive, cognitively challenging, active, meaningful, and socially connected learning environments. Further longitudinal and controlled research is required to establish causal mechanisms and determine which neuropedagogical strategies are most effective for adolescent learners. General Area of Study: Neuroscience. Specific area of study: Neuropedagogy. Type of article: Review article.