Methodological strategies based on the reading school’s method for the treatment of linguistic interferences between the Kichwa language and Spanish constitute a permanent challenge. Objective: Socialize a methodological strategy, based on the reading school’s method, for the treatment of interferences between the Spanish and Kichwa language of the third year EGB of the CECIB “Sergio Núñez.” Methodology: The research focuses on the mixed approach, because quantitative and qualitative methods are systematically integrated in a single study, in addition, we work with human groups seeking change and transformation, according to the critical-propositive paradigm, which enables the generation of constructivist learning. It is projected quantitatively because it corresponds to an integrated study that proposes a proposal regarding the reading and writing processes, focused on the reduction of linguistic interferences between the Spanish and Kichwa languages. Results: The object of study being the treatment of linguistic interferences between the Spanish and Kichwa languages, it can be established that the proposed methodological strategy based on the reading schools method allows: Better understanding the linguistic reality of Ecuador, since it provides a Theoretical and methodological framework to study the interference of Kichwa in Ecuadorian Spanish. Contribute to the teaching of Spanish as a second language and can be used to design teaching materials and activities that consider the interference of Kichwa. Promote the use of Kichwa, which contributes to strengthening the use of an Indigenous language in Ecuadorian society. Conclusions: The implementation of a methodological strategy based on the reading schools method, with systematic application in rural bilingual schools in Ecuador, can be a pedagogical and didactic solution of great value, as this research demonstrates, through the consultation of specialists in which the professionals involved have given their vote in favor, due to the relevance and feasibility of the scientific result. General Study Area: Education. Specific area of ​​study: Elementary Sublevel – Language Literature. Type of study: Original articles.

Introduction: This research evaluated the effectiveness of innovative pedagogical strategies to reduce the gap between theory and practice in agricultural technical education. Objectives: To evaluate the perception and experience of students and teachers regarding the integration of theory and practice in their academic planning, and to measure the effectiveness of pedagogical strategies used to improve this integration. Methodology: Using surveys applied to teachers and students, the results showed that, although teachers value these strategies positively, students have a more neutral perception. Teachers perceive that practical projects, workshops and simulations can significantly improve the integration of theory and practice. Results: However, students indicate that the implementation of these strategies would not be as effective as expected, highlighting the need for adjustments to maximize their impact. Lack of resources and materials, lack of teacher training, and the disconnect between theoretical and practical content were identified as the main barriers to the effective integration of theory and practice. Conclusions: The implementation of the ERCA model (Experience, Reflection, Conceptualization, Application) and the use of ICT are proposed as key methodologies to improve the integration of theory and practice. This approach seeks not only to improve the understanding and application of knowledge, but also to prepare students in a comprehensive way for their insertion into the labor field, aligning with the needs and challenges of the agricultural sector.

Introduction: Occupational stress is a significant issue that negatively affects the health and professional performance of teachers, who are particularly vulnerable due to their numerous responsibilities. Methodology: This study, based on a prior bibliographic analysis, utilises two comprehensive surveys to investigate both the factors and symptoms of occupational stress as well as the mitigation strategies employed by experienced teachers. Development: The data, analysed using advanced statistical methods with IBM SPSS, reveal significant patterns and provide a deep understanding of the phenomenon. Results: The results, interpreted within the Ecuadorian educational context, aim to contribute to the formulation of policies that improve teachers' health and well-being, promoting a healthier and more productive work environment. Conclusions: The critical areas of occupational stress for teachers are workload, classroom conditions, and relationships with parents. The results show that teachers frequently experience stress in these areas, although there are significant variations between individuals. Strategies to mitigate stress include emotional support, regular physical exercise, and improvements in communication and administrative policies within the institution.

Introduction: This study reveals the impact of artificial intelligence (AI) on each activity of the teaching workday, both in-person and remotely, in terms of improving satisfaction, efficiency, time management, work quality, and reducing teachers' work-related stress. The results show favorable outcomes for AI assistance compared to traditional methods. This study highlights the significance of AI in education, aligning with Ecuadorian educational legislation. Methodology: This study uses surveys and statistical analyses to evaluate the effectiveness of traditional and AI-assisted methods for each activity in the teaching workday, both in-person and remotely, in Ecuador. ANOVA and Tukey tests were used, along with statistical analysis based on percentages and qualitative analysis of the questionnaire responses. The educational AI platforms MagicSchool AI and Megaprofe were fundamental to this analysis. Development: The teaching workday in Ecuador, regulated by the LOEI, is divided into activities inside and outside the school. This study quantitatively and qualitatively analyzes each activity in the second section. An ANOVA and Tukey approach was used to compare traditional and AI-assisted methods, revealing improvements in satisfaction, efficiency, work quality, and stress reduction with AI. The sample includes 20 teachers from various regions and educational institutions in Ecuador, ensuring an objective representation of their work reality. Results and Analysis: The assistance of educational AIs, MagicSchool AI and Megaprofe, was statistically significant for each activity in the teaching workday, both in-person and remotely, in terms of satisfaction, efficiency, work quality, and qualitatively from the teachers' perspective, indicating a reduction in stress using AIs. Conclusions: The assistance of educational AIs significantly improves the satisfaction, efficiency, and work quality of teachers' workdays outside the school. Additionally, qualitatively, teachers perceive a notable reduction in stress when using these tools.

Introduction. Artificial intelligence is transforming education through the personalization of learning, school management and educational data analysis. However, challenges persist in its implementation, highlighting the need for teacher training in AI. Its use can free teachers from routine tasks, but it faces economic and technological obstacles, especially in LATAM. Objective. Investigate how teachers can use AI tools to enhance their work, identify associated challenges, assess the need for training and explore the use of AI to reduce work-related stress. Methodology. The methodological approach used in this research is mixed, combining quantitative survey data with qualitative bibliographic analysis. SPSS descriptive statistics for closed-ended responses and Python were used for the analysis of open-ended questions, respectively. Results. Inferential statistical analysis with SPSS reveals that only 15.4% of teachers are aware of AI tools in education, while 61.5% are not. 76.9% have received training in AI, but 100% believe that it reduces work stress. AI improves time management and facilitates administrative tasks. Conclusion.  The integration of AI in education optimizes time management and facilitates teachers' administrative and pedagogical tasks, allowing greater dedication to personalized teaching. Although popular, the lack of training and technical skills are challenges to overcome. It is crucial to invest in technical training in this regard. AI reduces work stress and improves the quality of the educational environment for teachers.

Introduction: the Turism World Organization toguether with other specialists and analysts recognize the role of turism in the interface with sector and branches of the global south emerging economies. Objetive: to reflect about potentiality related to productive concatenation generation to improve in Malanje-Angola tour activity. Metodology: the dialectical and materialist method guides this paper logically from a cualitative perspective and it is adopted philosophical and interdisciplinary methods´ points of view. Results: the scientific reflection about the productive concatenation generations from a wide conceptualization on the conceptions of turism sustainable develpment linked to the territorial economy. It is offered special attention to the local community incorporation to the identity and patrimonial wealth stregthning in those living spaces. Conclusión: it is stated that turism planning and projection from the perspective of productive concatenation generations is an opportunity for the Agenda 2030 fulfillment and the Sustainable Improvement Objectives that Turism World Organization allows for this activity. General study area: Turism. Specific study area: tour activity productive concatenation.

Introduction: This research addresses the prevailing need to strengthen reading and writing skills in students who are in the 8th year of basic education. The crucial importance of literacy is highlighted as a fundamental pillar for the academic progress and holistic development of students. Within the context of the study, problems such as spelling deficiencies, limitations in vocabulary and deficiencies in cognitive ability are identified. This study is carried out in Zone 1, District 1, specifically in the Fiscal Educational Unit 15 de Marzo, involving 120 students distributed in parallels A, B and C of the 8th year of basic education. Objectives: Investigate the long-term impact of the systematic integration of virtual activities on the development of literacy skills in eighth grade students, evaluating both the effectiveness of these activities in specific aspects such as spelling, text comprehension and vocabulary, as well as their adaptability. to the individual needs of students. In addition, we will seek to determine best practices for teacher training and the implementation of digital tools in the classroom, in order to promote participatory and active learning. Methodology: the methodology used is mixed in nature, integrating elements inherent to the individual characteristics of the students with percentages of progress in specific learning processes. In order to achieve this purpose, a technological platform has been designed that facilitates interaction and learning, where virtual activities aimed at improving literacy skills are implemented, and the progress of students in these activities is evaluated. Results: the results obtained show a significant improvement in the students' reading and writing skills. Conclusions: from this analysis, it is concluded that the implementation of virtual activities and the use of technological platforms can constitute effective strategies to enhance literacy skills in 8th grade students. This, in turn, implies positive repercussions both on their academic performance and on their overall development. General area of ​​study: Education. Specific area of ​​study: Language and Literature. Type of study: Original.

At a global level, gastronomic tourism has adopted various strategies to promote this activity, through routes, markets or gastronomic festivals, allowing the culinary offering of many cities around the world to be positioned. Planning plays an important role in the implementation of strategies to strengthen gastronomic tourism in a destination such as Santa Marta, where the influences and expressions of cultures such as Spanish, indigenous, African and Arab converge. Likewise, sustainability and compliance with the SDGs can contribute to gastronomic tourism given its contribution to the conservation of biodiversity, natural resources and the responsible consumption of agricultural products. As an objective, this research aims to indicate the main strategies with which local governance can plan and promote the destination, making visible the city's potential for gastronomic tourism. As a mixed methodology, primary sources from the Scopus database were consulted, and a semi-structured interview with open responses was conducted with a focus group of tourism experts from the city, from the public, academic and private sectors, in order to evaluate the current state of gastronomic tourism in the city, with its strengths and weaknesses, comparing it with the theoretical results found. The results allow us to affirm that, thanks to its gastronomic variety, preparation techniques, cultural diversity and its unique ancestral culinary heritage, Santa Marta is potentially attractive for developing gastronomic tourism capable of attracting tourists whose main or secondary motivation is to get to know its traditional cuisine. In conclusion, the development of tourism is directly related to the competitive advantages of the territory, which, if properly exploited, can lead to its diversification through tangible and intangible resources or cultural heritage combined with an appropriate sustainable development plan.

Introduction. In the era of the Internet of Things, gamification emerges as a crucial strategy in education. This study investigates how gamification influences the teaching-learning process across various educational levels and contexts. It examines whether the educational sublevel and teaching experience affect the perception and effectiveness of gamification, using a methodological approach that combines data collection, statistical analysis, and programming to answer key questions about its educational impact. Objective. To evaluate whether the educational sublevel and years of teaching experience influence the perceived impact of gamification on the teaching-learning process. Methodology. A survey was conducted across various educational institutions to collect data on the perception and impact of gamification. The methodology includes non-parametric statistical analysis, using the Kruskal-Wallis test, to evaluate differences in the perceived impact based on teaching experience and educational level. Results. The results of the Kruskal-Wallis test indicate that there are no significant differences in the impact of gamification across different educational sublevels, as the p-value of 0.32 exceeds the significance threshold. Similarly, variation in teachers' years of experience did not show a significant effect on the effectiveness of gamification, with a p-value greater than 0.05. Conclusion. Gamification can be applied uniformly, regardless of the students' educational level or the teaching experience. It is worth noting the review of considerations in each case.

Introduction: The study examines the need for inclusive and equitable education in this field, focusing on adapting to the diverse skills and needs of students. Objectives: The main objective is to analyze the policies and pedagogical practices implemented to address diversity in Technical Accounting High School, identifying innovative strategies to improve educational inclusion. Methodology: The PRISMA methodology was used to conduct a systematic review, identifying strategies such as Project-Based Learning (PBL), gamification, and the use of information and communication technologies (ICT). Results: The results indicate progress in educational inclusion, although challenges remain in the coherence and systematization of strategies at the institutional level. The identified innovations are effective, but their application is not uniform. Conclusions: Continuous teacher training and strategic planning are essential for implementing inclusive practices that promote academic success and the overall development of students. General area of study: Education. Specific area of study: Technical High School. Type of study: Literature review.