Introduction. Digital transformation is a decisive factor in strengthening institutional management in contemporary educational organizations; however, public Ecuadorian institutions still face connectivity, support, and digital-competence limitations that restrict its use. Objective. To determine the relationship between the level of implementation of digital strategies and the strengthening of institutional management as perceived by teachers at the "26 de Noviembre" Educational Unit during the first quarter of 2026, to formulate institutional improvement guidelines. Methodology. Quantitative, non-experimental, cross-sectional study with a descriptive-correlational scope and an applied Research, Development, and Innovation (R+D+i) component. A 24-item Likert questionnaire (1-5) was applied census-wide; of 49 teachers who agreed to participate, 37 completed the entire instrument and formed the analytical base. An Exploratory Data Analysis (EDA) protocol preceded the inferential contrast, using Spearman's rho with 95% bootstrap confidence intervals (5,000 resamples) and Holm correction for dimension-level comparisons. Results. Digital strategies reached an overall mean score of 3.56 (SD = 0.51) and institutional management 3.60 (SD = 0.64); the access-and-support dimension was the weakest (M = 2.84). A positive, low-to-moderate association was found between both variables (rho = .334; 95% CI [-0.02, 0.64]; p = .043; n = 37); dimension-level correlations were not significant after the Holm adjustment. Conclusion. There is preliminary evidence of a positive relationship between digital strategies and institutional management, although of modest magnitude and wide sampling uncertainty, supporting the design of R+D+i guidelines centered on access, technical support, and institutional communication. General Area of Study: Education. Specific area of study: Educational management and digital transformation. Type of study: Original article.

Introduction: Ecuador’s education system must constantly adapt to the changes brought about by technological advances. In this regard, the assessment revealed that, at the Abelardo Moncayo School, teachers face limitations in incorporating modern technologies into the design of instructional materials. In this context, integrating Canva with AI is an option worth considering enhancing teachers’ digital skills and creating new teaching experiences. Objective: is to implement a methodological strategy for training in digital tools specifically Canva with artificial intelligence to strengthen the digital skills and innovation of teachers at the Abelardo Moncayo Educational Unit in the creation of instructional resources. Methodology: the approach developed was a mixed-methods, applied study with a pre-experimental design and explanatory scope. The total population consisted of 32 high school teachers and three institutional officials. For the pretest, a 12-question survey was administered, grouped into four dimensions: training and teaching methodology; use of digital tools; digital and AI competencies in teaching practice; and the production of instructional resources and educational innovation. Results: the initial assessment revealed insufficient levels across all evaluated dimensions, with an overall average of 42.03%. Upon implementing the teacher training methodology, the averages increased to 83.61%, eliminating any levels of dissatisfaction. Dimension 4 recorded the highest average on the posttest, at 88.4%. Conclusion: the methodological strategy for training in Canva using artificial intelligence made a positive contribution to expanding teachers' digital skills and fostering innovation in the design and development of educational resources, thereby strengthening the teaching-and-learning process in the digital age. General Area of Study: Educational Sciences. Specific area of study: Teachers' Digital Skills and the Integration of Artificial Intelligence into Education. Type of study: Original article.

Introduction. For teenagers and EFL learners, developing writing skills can be particularly demanding, making the teacher's methodological decisions an important aspect of classroom instruction. Objective. To analyze the impact of task-based language teaching on the development of writing skills among EFL learners. Methodology. This research was conducted within a postpositivist paradigm by using a quasi-experimental design to analyze the impact of an educational intervention in a private educational institution in Quito, Ecuador. The study was conducted with two intact eighth-grade classes; one class was assigned as the Experimental Group (EG) while the other served as the Control Group (CG). Results. The inferential statistical t-test was used to examine the data and compare the means of the experimental and control groups. As a result, the analysis revealed that the application of TBLT had an impact on improving students’ writing at a beginning EFL level in terms of vocabulary, organization, and coherence. Conclusion. The experimental group showed greater improvement in writing after using TBLT. The results indicate that TBLT had a positive impact on students’ writing skills. TBLT can be an effective approach for teaching writing in EFL contexts. Task-based activities can promote meaningful communication, creativity, and collaboration. General Area of Study: Education. Specific area of study: Task-Based Language Teaching. Type of study: Original articles.

Introduction. Continuous improvement organizes institutional evaluation through cycles of planning, implementation, verification, and adjustment linked to the institutional educational project, procedures, and administrative records. Objective. To establish a theoretical basis for contemporary continuous-improvement models applicable to educational administrative management; diagnose the status of the institutional educational project, academic-administrative procedures, and institutional records; and design strategies aligned with standards of the Ministry of Education, Sports and Culture of Ecuador  D1.C1.GE2 of the Administrative Management dimension (institutional organization, IEP), D1.C1.GE3 (academic and administrative procedures), and D1.C3.GE7 (administrative records. Methodology. A mixed-method, non-experimental, cross-sectional, descriptive-diagnostic study was conducted and complemented by a rapid systematized review of 2023-2026 literature. An 18-item survey was conducted with 31 participants, and 21 semi-structured interviews were conducted. The instruments were validated by three experts in educational management. Results. The review identified Improvement Science, the PDCA cycle, Total Quality Management and the Juran Trilogy, school self-evaluation, quality assurance, educational auditing, and digital records management as key references. Dimension means were 3.69 for planning, 3.78 for implementation, 3.63 for monitoring, 3.55 for the institutional educational project, 4.14 for procedures, and 3.97 for records; the institutional educational project had the lowest favorable response rate (48.3%) and procedures the highest (74.7%). Conclusion. Continuous improvement constitutes a relevant strategy for strengthening institutional administrative management. The diagnosis supported a PDCA-based proposal aimed at strengthening appropriation of the institutional educational project, standardizing procedures, and improving records traceability through periodic monitoring and indicators. General area of study: Education. Specific area of study: Educational management and quality. Type of study: Original article.

Introduction. Institutional management is an element of immense importance guaranteeing the educational quality and sustainability of educational systems since it can be linked to the conditions in which teachers develop professional activities. Objectives. In this context, the development of this study aimed to determine the relationship between institutional management and teacher professional well-being in an educational institution in the parish of La Magdalena. Methodology. The methodology was developed under a non-experimental index, with a quantitative approach and correlation. The population was made up of 20 teachers from the institution. A structured questionnaire was used to collect data where dimensions of institutional management and teacher professional well-being were evaluated. Results. Data processing was conducted using the SPSS V.25 statistical system. The results obtained from Spearman's Rho test, which showed an extraordinarily strong and statistically significant positive correlation between Institutional Management and Teacher Professional Well-being (ρ = 0.940; p < 0.001). Conclusions. It can be mentioned that, in the sample analyzed, a more favorable perception of institutional management is associated with higher levels of professional well-being. Based on the findings, the Institutional Management and Teacher Well-Being Strategy (EGI-BD) was designed, structured in four areas. Consequently, it is recommended that future research incorporate larger samples, probabilistic procedures, longitudinal designs, and evaluation processes of the EGI-BD that allow the importance of the proposal to be identified. General area of study: Education Sciences. Specific area of study: Bachelor's Degree in Basic General Education. Type of article: original.

Introduction. Although academic writing demands precision and sophistication, foreign language students often exhibit limitations in their productive repertoire; this highlights the need to assess their lexical competence. Objective. To determine the lexical profile of academic essays produced by English as a Foreign Language (EFL) students at the Technical University of Cotopaxi (UTC), Ecuador. Methodology. Using a positivist paradigm, a corpus of 43 academic essays from the Language Pedagogy program was analyzed. Utilizing digital tools (VP and AntConc), lexical diversity, density, and frequency were measured. Results. The results revealed statistically significant maturation between cohorts (d = 0.72), with increases in TTR (from 0.48 to 0.56), lexical density (from 42.1% to 46.8%), and AWL integration (from 11.5% to 18.8%). However, a marked reliance on high-frequency vocabulary persisted (81.2% in the sixth semester), falling below CEFR B2 standards (> 0.60 TTR and > 25% AWL). Conclusion. It is concluded that, although students have mastered the essay's macro-structure, they face a lexical plateau in their formal productive repertoire, necessitating a pedagogical shift toward the explicit teaching of academic collocations and lexical chunks. General field of study: Education. Specific field of study: Teacher training. Article type: Original.