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The probability of changing preferences for study modalities was evaluated based on the experience of distance education during the COVID-19 pandemic among students of Marketing at a university in the Ecuadorian Andes. The analysis was based on the application of a questionnaire concerning factors associated with institutional conditions, as well as personal factors. Based on the data, the probability of changing the mode of study was estimated using a discrete choice model (logit-probit). The selection of the most appropriate model was based on the correct classification of the data (confusion matrix). The results show that certain aspects of personal satisfaction (physical space, dedication, time, commitment, content assimilation), Internet connection and flexibility of study plans are statistically significant. Student satisfaction with pedagogical planning, virtual platform, communication with teacher, virtual tutoring process, autonomous learning, teaching methodology, virtual classroom materials, complementary materials, evaluation process, variety of evaluation instruments and resolution of doubts do not generate changes in preferences. Therefore, the institution could promote this modality of studies by offering scheduling facilities and greater flexibility in the curriculum.

Misconceptions or inaccurate ideas about Alzheimer's disease (AD) can be found in college students from health-related careers. Refutation texts explicitly introduce inaccurate information, refute it, and introduce alternative, more accurate information. This study examined the role of refutation texts in revising misconceptions about AD in Ecuadorian Psychology and Nursing college students. Eighty undergraduate students completed a questionnaire about misconceptions on AD before and after reading eight texts in one of two conditions: refutation (texts that corrected a misconception following a refutational structure) or control (texts that corrected the misconception with no refutational structure). As a result, participants read the spillover sentence (next to the refutation) faster and improved performance on a misconceptions' posttest questionnaire in the refutation compared to the control condition. These results highlight the effectiveness of refutation texts in promoting the revision of inaccurate ideas about AD in college students during reading and 1 week later.

Teacher training and a commitment to innovation in teaching are determining factors in the success of technology adoption processes. This article presents a study on the opportunities produced through the collaboration of the Ecuadorian Ministry of Education and the ProFuturo program, which arose during the COVID-19 pandemic. This collaboration resulted in the improvement of digital competency among teachers and pupils and in transference to educational practise. It also strengthened the existing limited capabilities for developing mass training programs for teachers in the country. The research was conducted through an online survey, with a cross-sectional, quantitative, and non-experimental focus from two data sources. A total of 3,565 teachers answered the digital survey for teachers trained using the Open Model in Ecuador between 2020 and 2022. On the other hand, 7,257 teachers answered the ProFuturo Self-Assessment of Digital Skills of Teachers (https://competencyassessment.profuturo.education/?lang=en). The results show an improvement in the competency of teachers following their participation in the program and confirm that they considered digital transformation in the classroom to be of great utility. Teacher training remains a cornerstone of high-quality education and research as this contribution proves a positive impact on learning experiences, where there was a significant transference, driven by an improvement in digital skills applied to the teaching process.

Reasoning for complexity is a fundamental competency in these complex times for solutions to social problems and decision-making. The purpose of this paper is to demonstrate the validity and reliability of the eComplexity instrument by presenting its psychometric properties. The instrument consists of a Likert-type scale questionnaire designed to measure college students' perceptions of their mastery levels of complex reasoning competency as well as the subcompetencies that comprise it. The instrument was applied to higher education students in different countries of Latin America and Spain. The questionnaire articulates four types of thinking: systemic, scientific, critical and innovative and consists of 25 items. The methodology used was instrumental and psychometric, which seeks to demonstrate the validity and reliability of the eComplexity questionnaire. The results obtained from the research were as follows: The exploratory factor analysis indicated a Kaiser-Meyer-Olkin index (KMO) > 0.80, a significance of p< 0.05 and a Cronbach's Alpha value of 0.93. Likewise, a Confirmatory Factor Analysis was carried out and was possible to corroborate the internal structure validity of the instrument. In addition to Cronbach's Alpha coefficient, McDonald's Omega, and Guttman's Lambda coefficients were calculated to calculate reliability. With the results obtained it was possible to conclude that the instrument is valid and reliable, can be used in various university contexts to support integrated training necessary to address current challenges and contribute to educational research. It is recommended for future studies that the research can be expanded by using an instrument that can move from perceptual terms to measuring levels of complex reasoning mastery, but it is valuable to contrast with the students' perception to have a broader vision.

The present study investigates the students' perceptions of applying performance tasks based on the GRASPS framework, exploring and seeking to explain the relationships between these tasks and English language learning. Data was collected over one semester in 14 public secondary schools in Ecuador, and it consisted of a questionnaire applied to 283 EFL students and two focus-group interviews with 12 EFL learners. After receiving a two-week workshop, sixteen Ecuadorian EFL teachers planned three units following the three stages based on the Backward Design Model (Wiggings & McTigue, 2005); however, this study focuses on the students' perceptions of the GRASPS framework. Overall, the students showed high levels of awareness of the benefits of developing performance tasks based on the GRASPS framework. The main benefits encountered by these students were improving English skills, fostering creativity, and autonomous and lifelong learning. Subsequently, the primary takeaway from this study proposes applying the GRASPS framework as a potential support for EFL learning. Theoretical and practical implications are presented, and further research suggestions are provided.

The purpose of this study was to implement the Content and Language Integrated Learning (CLIL) approach employing online games for English as a Foreign Language (EFL) teaching and learning. The participants were 53 EFL Ecuadorian university students, 17 males and 36 females, who were enrolled in an English Major and a TEFL Master program. Their proficiency level corresponded to B2 according to the Common European Framework of Reference. The study followed a mixed-method approach, which involved the administration of a diagnostic survey, an online perceptions questionnaire, an interview, and an observation checklist. Games designed in Quizizz, Kahoot, Genially, and Socrative were implemented for 8 weeks so that the participants could access them to practice the content of each lesson. The findings revealed that the CLIL approach through games improves language learning and communication. Moreover, they foster students' confidence, knowledge retention, and comprehension of the subject matter, enhancing reasoning, problem-solving, critical thinking, and cultural awareness.

Due to its positive results, active learning has spread to most areas of knowledge of Civil Engineering. Many of these studies used only one technique, which is limiting given the diverse learning styles that the students may have. The road geometric design is the area that has been the least explored in Civil engineering. Therefore, the objective of this study is to show the implementation of multiple different active learning techniques in online road geometric design courses. The study shows an iterative implementation of multiple active learning techniques throughout the sequence of the three undergraduate courses in Ecuador. As a result, positive student perception was found from the combination of several active techniques. Each technique, called 'learning moment', was distributed weekly and separated from the others. The students gave the courses an average score between 8.34 to 9.06/10. At each learning moment, there were many positive comments and some easily resolved negative ones. The combination of multiple different active learning techniques, shown in this study, can be used in other courses of Civil Engineering, Engineering, or in similar areas of knowledge.

This study sought to identify the challenges and needs of TOEFL iBT candidates in achieving C1 level scores in the speaking and writing sections of the exam. To this end, the researcher employed a mixed-method approach to collect data from a population of 46 students, both male and female, between the ages of 22 and 30. The participants were enrolled in two TOEFL preparation classes at Universidad Nacional de Educación. The data were collected through a survey, class observations, and TOEFL speaking and writing mock tests, and were subsequently analyzed both qualitatively and quantitatively. The findings indicated that the participants encountered challenges in discussing unfamiliar topics fluently, struggled with producing language at the C1 level while employing a variety of grammar and vocabulary, and demonstrated reduced accuracy due to influences from their first language (L1). To address these challenges, it is recommended to offer a bridging course prior to exam preparation courses wherein the primary focus is devoted to enhancing candidates' accuracy and communicative competence in discussing unfamiliar topics through corrective feedback. The findings of this study could offer valuable insights to TOEFL iBT test preparation instructors, enabling them to better understand the challenges students face and plan strategies to address these challenges effectively within preparation courses.

This case study examines the experience of Universidad Andina Simón Bolívar (UASB-E), a traditionally face-to-face institution in Ecuador, as it transitioned to online learning during and after the COVID-19 pandemic. Drawing on data from interviews, surveys, and document analysis, the study explores the challenges and opportunities associated with this rapid shift, offering insights for rethinking and redesigning higher education in the post-pandemic world. Prior to the pandemic, UASB-E primarily relied on face-to-face teaching with limited use of its virtual learning environment. In response to the crisis, the university quickly mobilized to migrate its entire educational offering online, initially adopting an emergency remote teaching approach focused on synchronous videoconferencing. However, student preferences and the need for a sustainable solution prompted UASB-E to rethink its online learning model. The study identifies six key dimensions of UASB-E's improvement in its capacity to deliver online education: (1) Technological Infrastructure and Digital Processes: Enhanced technological infrastructure and streamlined digital processes in management, administration, and academics, laying the foundation for a robust online learning environment. (2) Pedagogical Innovation: Recognizing the limitations of replicating face-to-face teaching online, UASB-E embraced activity-based instructional design, asynchronous online education, and collaborative learning strategies, promoting deeper engagement and personalized learning experiences. (3) Accessibility and Inclusivity: By leveraging the flexibility of online learning, UASB-E expanded its reach beyond its physical campus, reaching students across Ecuador who might not have otherwise accessed higher education, demonstrating the potential of online learning to democratize access to quality education. (4) Programme Diversification: Beyond emergency measures, UASB-E is strategically diversifying its academic offerings, developing new face-to-face, blended, and fully online programmes, allowing for flexibility and catering to diverse student needs and learning preferences. (5) Faculty Training and Development: Implemented a comprehensive training programme focusing on both the instrumental skills of managing online platforms and the pedagogical aspects of designing engaging and effective online learning experiences. (6) Assessment and Feedback: The study highlights the need for a more reflective and analytical approach to assessment and feedback in online environments, with efforts to improve feedback timeliness, individual support, and communication providing valuable lessons for other institutions. Beyond UASB-E's specific experience, the study emphasizes the importance of collaboration and cross-sectoral strategies in building resilient and comprehensive education systems for the future. It also underscores the need for new approaches to learning ecologies that leverage technology effectively while ensuring equitable, inclusive, and high-quality education for all. This case study offers valuable insights for higher education institutions navigating the rapidly evolving landscape of online learning. By understanding the challenges and opportunities that emerged from UASBE's experience, other institutions can make informed decisions about their own online learning strategies and contribute to shaping a more resilient and flexible future for higher education.

This mixed-method study examines Ecuadorian preservice English as a foreign language teachers' cognition regarding pronunciation models and targets, identity, and confidence. Data were gathered through a self-reported, anonymous online questionnaire. Factor analysis and Spearman's correlations were conducted on the quantitative data, and content analysis on the qualitative data. The results revealed that the participants highly value the native speaker model of pronunciation, are dissatisfied with their nonnative English pronunciation, are not interested in showing their Ecuadorian identities when speaking English, and are still not confident in their English pronunciation. The findings are discussed in light of the implications for pronunciation teachers.

With more and more literature on international student mobility and migration (ISM), one area of focus has often been overlooked: the impacts of student visas and study permits. Examined through an institutionalist framework highlighting the influences of institutions on individuals and their agency, this study describes how visa and study permit policies pervades international students' lives in a variety of ways. Interview data collected from 40 international students who study in Australia, Canada, and the United States were analyzed to uncover themes from these host countries. Drawing on these interviews to outline the concept of ISM policy pervasion, the findings of this study show that visa policies affect international students in wide ranging ways. In addition to providing empirical evidence for ISM policy pervasion, this article also lays the groundwork for further studies that delve into the practical impacts of student visa and study permit policies around the world.

The objective of this research is to study if the use of the calculator decreases students' anxiety in the subject of differential and integral calculus. Specifically, the research is carried out with 30 engineering students. Auzmendi anxiety factor questions are used to measure anxiety. The study is carried out in two moments; in the first the calculator is not used and in the second if they use it. In the second case, the calculator is used in problems involving the application of derivatives and integrals. The results indicate that the students reduce their anxiety when they use the calculator. Thus, in seven of the nine questions, students who use the calculator obtain a higher mean, it helps to reduce anxiety. In general, t-student test indicates that the moment students use the calculator they have less anxiety, and it helps to reduce errors in the mathematical process. Teachers should consider the calculator as a resource that motivates the student and helps reduce anxiety. In addition, the use of the calculator helps to reduce mathematical errors in basic operations and in the application of derivatives and integrals.

Contribution: This study explores industry members' perceptions about the ABET-based accreditation in a developing country, using the case study of a program in a publicly funded polytechnic university in Ecuador. Background: Engineering programs often seek international accreditations to enhance the education quality, align with the global standards or gain academic reputation. ABET-based accreditation originates in United States, and thus presents some challenges for institutions in developing countries. Intended Outcomes: This study aimed to investigate the significance of international academic accreditation, as seen through the perspective of industry members. It focused on identifying fundamental competencies valued by employers and aimed to provide insights for institutions in similar contexts. Application Design: The research employed an approach informed by a qualitative methodology, involving in-depth interviews with five industry members who had served on the advisory committee board of an engineering program from a higher education institution in Ecuador. Findings: The findings identified three main areas of competencies that the industry members value: communication skills for teamwork, a problem-solving orientation, and an ability for effective task planning. The study also showed that these industry members value international accreditation as a means for enhancing education quality and ensuring graduates develop the necessary skills and competencies, yet the overall awareness with their peers remains relatively low.

Previous cross-cultural research has described two different attention styles: a holistic style, characterized by context-sensitive processing, generally associated with interdependent cultural contexts, and an analytic style, a higher focus on salient objects, generally found in independent cultural contexts. Though a general assumption in the field is that attention styles are gradually socialized in culture-specific interactions in childhood, empirical evidence for the proximal mechanisms underlying this development is scarce. This study aimed to document the emergence of cross-cultural differences in attention styles in three cultural contexts differing in social orientations, namely in urban middle-class families from Münster, Germany (i.e., more independent context), and Kyoto, Japan, and Indigenous-heritage families from Cotacachi, Ecuador (i.e., more interdependent contexts). Furthermore, to test the assumption that caregivers' attention guidance is one of the forces driving differential development, we investigated how caregivers guide children's attention. In total, 270 children between 4 and 9 years of age and their mothers participated in three tasks: an eye-tracking task, a picture description task and a forced-choice recognition task. Results indicate a mixed pattern of findings: While some tasks revealed the expected cultural differences, namely a higher object focus in Münster compared to Kyoto and Cotacachi, others did not. Regarding caregivers' attention guidance, we found that mothers in Münster more strongly emphasized the focal object than mothers in Kyoto and Cotacachi. The results are discussed in terms of culture-specific developmental trajectories and the generalizability of attentional processes across tasks and cultural contexts.

This case study examines reciprocal mentoring in a community-based program (CBP) serving immigrant Latino families with school-aged children. University student volunteers shared technological and college knowledge and grew in leadership skills. Simultaneously, they gained familial and cultural support and belonging from program families. The CBP fostered all forms of community cultural wealth capital. Study findings can inform educational leaders seeking to develop mutually beneficial partnerships between education institutions and community organizations to support student success.

Children all over the world learn language, yet the contexts in which they do so vary substantially. This variation needs to be systematically quantified to build robust and generalizable theories of language acquisition. We compared communicative interactions between parents and their 2-year-old children (N = 99 families) during mealtime across five cultural settings (Brazil, Ecuador, Argentina, Germany, and Japan) and coded the amount of talk and gestures as well as their conversational embedding (interlocutors, function, and themes). We found a comparable pattern of communicative interactions across cultural settings, which were modified in ways that are consistent with local norms and values. These results suggest that children encounter similarly structured communicative environments across diverse cultural contexts and will inform theories of language learning.

This study explores the effectiveness of online and blended teaching methods in developing cross-curricular skills crucial for an ideal engineering profile among undergraduate students. Involving 587 online and 635 blended students across 11 Latin American universities, the research incorporates Likert tests for student perceptions and Mann-Whitney statistical tests for hypothesis scrutiny. Challenges emerged due to diverse academic contexts and the subjective nature of self-reported perceptions. Despite these hurdles, findings highlight the blended method's superior effectiveness in fostering key engineering skills. The study not only contributes to teaching method exploration but also addresses challenges in cross-cultural research settings, enhancing our understanding of the complexities and adaptations required for cross-curricular skill development in engineering education.

New and newly widespread communications technologies make it possible for students to enjoy many of the benefits of an ethnographic field school with less commitment of money and time, thereby expanding access to a valuable cross-cultural research experience. This article reflects on the challenges, successes, limitations, and lessons learned from Wayne State University's Virtual Ethnographic Field School in Highland Ecuador, considers an alternative model, and sketches various field school pedagogical and design options.

What opportunities and challenges occur in reclaiming Indigenous languages within state institutions? This article considers the case of intercultural bilingual education in Ecuador. The school system is remarkable as a national-level initiative run by and for Indigenous "pueblos" and nationalities. Based primarily on two years of ethnographic research in the national directorate offices of the school system and in schools, I describe three challenges that have arisen for directors that are linked to national state offices and expectations. Ultimately, Kichwa is more prominent than ever even as national planning and support changes Kichwa. The case shows contradictions of institutions in language revitalization efforts.

In this article, we report the results of a study through which we collected English language teachers' needs and wants to design an online language assessment course. Through a mixed-methods approach, we asked 20 teachers from four Latin American countries what they wanted to learn in the course. The teachers wanted a course in which they could address the challenges they faced in assessment; discuss and develop new ways to assess; and learn about authentic, valid, and ethical assessment. Therefore, the findings suggest that the teachers wanted a course that mixed theory, practice, and principles of assessment. Additionally, the course should address emerging topics in English language assessment, namely bilingual assessment and the assessment of learners with special educational needs.

The main objective of this qualitative case study was to analyze the feasibility of integrating an e-tandem mode into the language curriculum for the English major at the Universidad Técnica de Cotopaxi (UTC). We selected purposeful sampling that permitted us to deliberately choose participants. So, this study was conducted by eleven pre-service teachers and two professors of the Pedagogy of National and Foreign Languages-English degree program. Semi-structured interviews were administered to professors, and focus groups were conducted with pre-service teachers. Open-ended questions were designed for both techniques. The main findings show that e-tandem mode can be implemented in the curriculum of the English major in two forms: as a component of a subject and as pre-professional practice. Once the legal basis of the Regulation of the Academic Regime of Ecuador was reviewed, we concluded that e-tandem could be included as a component of a subject, respecting the principle of autonomy and giving rewards (scores) when learners participate in sessions. It could also be a pre-professional practice activity in which learners could improve their communicative competence and language knowledge by participating in the e-tandem process as mediators or tutors. It is recommended to use pilot plans in the UTC with the use of e-tandem sessions in both modalities, which could then be evaluated to determine which one produces the best results.

The relevance and importance that the topic of Digital Competences for Teachers (DCT) has gained is evident both in the field of training and in research, as can be seen by the increase in the amount of research and meta-analysis carried out on this topic. This article presents the results of an ex post facto research with a cross-sectional research design, based on a descriptive and hypothesis-testing approach. A total of 6,664 teachers from different Latin American universities participated in the self-knowledge they have regarding their Digital Teaching Competence (DTC) according to the DigCompEdu framework of the European Union. Among the results obtained, it is worth noting the intermediate level of digital competences reported by the teachers surveyed, with significant differences with respect to different key variables for their development. Therefore, we conclude by reflecting on the need to establish teacher training plans in this area.

This paper reports a mixed-method study on listening instructional practices and beliefs of 50 EFL teachers of public and private universities in Cuenca, Ecuador. The study aimed to provide empirical evidence of listening teaching practices and determine teachers' beliefs about listening. Data were gathered through a questionnaire and structured class observations. Results evidenced that instructional practices emphasize task completion rather than listening development, are oriented towards the product rather than the process and lack decoding.

The aim of the research was to develop a theoretical approach to describe the emotional and techno-ontological logic of mathematics teachers during distance learning during the COVID-19 pandemic and the impact of their emotional state on the learning process. The research approach used in this paper belongs to the qualitative paradigm. The study involved teachers and students from universities in Ecuador, both private and public. The study observed the behavior of teachers and students, analyzed the use of technology in mathematical activities, and analyzed personal opinions about the learning process of the participants of the study. A digital observation guide and open-ended interviews were used to collect data. The qualitative analysis program Atlas. Ti was used to analyze the data. The program created three categories: andragogical heterotopia of mathematics, emotional scar in teacher preparation, and perceptions of the educational process. As the results of the research showed, there was a deficit of digital professional training of teachers in the university teaching of mathematics. As a result of the research work carried out, a theoretical approach is proposed, through which it is possible to avoid the manifestation of techno-ontological logical emotions in mathematics teachers in Ecuadorian universities.

In this study, we present the results of a project, which involved students enrolled at four universities located in Ecuador, Dominican Republic, Czech Republic, and the United Kingdom. The main goal of the project was to raise students' awareness about the conditions that cause epistemic injustice for migrants and refugees. Epistemic injustice is a concept that sheds light on the ethical dimensions of our epistemic practices. It recognizes that individuals can be wronged specifically in their capacity as knowers, a capacity essential to human value (Fricker, 2007). The project material included a set of interviews with migrants and refugees as well as desk research about the status of their national migratory contexts. Students exchanged their testimonies via extended sessions that took place between October and November of 2022. An ethics of listening was cultivated to disrupt conventions of authorized discourse about migrants. Through understanding that labels such as illegal, undocumented and unauthorized are not neutral descriptors but carry implicit association and value judgments that frame and influence debate, students were invited to engage in a form of communication and consciousness to create spaces for unheard, marginalized voices of migration trends (Lipari, 2010.) Our international research with students and migrants was influenced by Arjun Appadurai (2006) who invites us to question established paradigms and critically reflect on contemporary global dynamics of migration contributing to Sousa Santos 'ecology of knowledges' across continents and cultures (2015).

Higher education institutions have been complicit with the ongoing coloniality project that reinforces and perpetuates inequities, dismisses interests, knowledges, alternative discourses, and world views different from Western European thought (Bell, 2018; Dastile & Ndlovu-Gatsheni, 2013; Harms-Smith & Rasool, 2020). Education is rooted in colonialism, which raises doubts about the feasibility of universities implementing a decolonial agenda (Dhillon, 2021). To contribute to the conversation about decolonial praxis and the documented efforts in the literature on how to enact a decolonial rehumanizing agenda, this paper presents a systematic literature review of works from the Global South that attempt to disentangle universities from colonial practices in higher education. The works reviewed describe a variety of practices from pedagogical practices, curriculum changes, and institutional connections with marginalized communities that make visible knowledges, languages, and perspectives traditionally excluded from universities.

Research on pre-service and novice teachers shows that their school learning experiences play a role in developing their pedagogical beliefs. However, whether these experiences continue to influence teachers' beliefs as they become more experienced requires further investigation. This study aimed to examine how the school language learning experiences of four Ecuadorian EFL teachers may still guide their pedagogical beliefs after years of teaching experience and professional development. This qualitative multiple case study collected teachers' school stories via narrative frames and semi-structured interviews. Findings suggested that the participants' positive learning experiences still impact their pedagogical beliefs. Furthermore, their teaching experiences and professional development opportunities were found to play a significant role in reshaping participants' beliefs that were initially framed by their negative learning experiences. Implications for in-service teachers and pre-service language teacher education highlight the value of reflection as a life-long practice.

The COVID-19 pandemic caused a major crisis in numerous social spheres, especially among children, due to the closure of schools in hundreds of countries. The lockdown resulted in classes being given exclusively online, which could have led to increased participation in antisocial online behaviour such as cyberhate. This research aims to find out the impact of lockdown on cyberhate in children in Primary Education and to analyse the role of social, emotional and moral competencies as a protective factor. The study was conducted with 792 primary school pupils (Mage=10.81, SD=0.85) from Cuenca (Ecuador). A questionnaire focusing on cyberhate, social and emotional competencies, empathy, and moral emotions scales was used. A quantitative study was carried out with a longitudinal design with two data rounds of collection separated by an interval of five months. The results showed that total cyberhate and its dimensions, perpetration and propagation, increased longitudinally. Cyberhate among these participants could be predicted, after five months of lockdown, for being male, being in the highest school year, attending a state school, and obtaining low scores in moral emotions. The effects of the lockdown have highlighted the importance of face-to-face social relationships, which has exciting implications on the importance of school in developing social, emotional, and moral competencies which foster coexistence and respect for diversity.

In the academic world, the skills of scientific writing and publishing allow for the sharing and dissemination of academic research. The research analysed the scientific publications of university teachers from the Faculty of Humanities and Social Sciences of the Technical University of Manabí (FCHS-UTM), Ecuador, in order to determine their skills and preferences in terms of scientific journals, writing language, type of publication, indexing, and editorial quality. A descriptive quantitative approach study was applied. A survey study was carried out. The sample selection was non-probabilistic and participatory. The sample consisted of 55 teachers from the faculty. A 25-item questionnaire was developed for data collection. The results were analysed using descriptive statistics. Among the results the faculty has a preference for national or local scientific journals. The language most used in studies is Spanish. University researchers are more professional in their use of American Psychological Association (APA) norms. The study presented implications such as the promotion of scientific publication and professional development, preservation of language and culture, professionalism in citation standards, promotion of collaboration, improvement of editorial quality and training strategies.

Self-regulated learning strategies are essential for learning, and to teach learners to use them, teachers must master them. The objective of this study was to identify training priorities for including these strategies in online courses for teachers, and to determine whether opinion influences the use of strategies. The design was non-experimental and cross-sectional, and involved administering the revised "Cuestionario de Evaluación de las Estrategias de Aprendizaje de los Estudiantes Universitarios" (CEVEAPEU questionnaire) to 285 teachers. The results allow us to differentiate between priority weaknesses, lower-priority weaknesses, and strengths in relation to metacognitive strategies (planning, objectives, self-evaluation, self-regulation, and context). To determine this, a frequency analysis was used, followed by a Mann-Whitney U (for 2-group variables) and Kruskal-Wallis (for 3 groups) test to determine whether opinion influences the use of strategies. Priority weaknesses were identified in the knowledge of objectives and evaluation criteria (planification); the ability to recognise when an exam has been passed (self-evaluation); modifying initial plans, dedicating more effort to difficult subjects, and learning new study techniques (self-regulation); and taking advantage of study time (context control). We concluded that opinions on self-regulated learning influence the use of strategies. Finally, work should be done on the recognition of the importance of self-regulated learning, time management strategies, self-evaluation techniques, flexibility, and self-control.

The COVID-19 pandemic brought changes around the world, especially in the education field where classes were shifted to only distance learning. This radical transformation could have affected students' level of engagement and motivation; therefore, it might also have had some influence on their performance. This study correlates English as a Foreign Language (EFL) students' perceptions of their level of engagement and motivation in virtual environments with factors such as schedule, gender, and the discipline area they are studying. A two-part-survey was used. The first part includes demographic information and the second one 22 close-ended questions. It was completed by 703 EFL students in the Language Department of the University of Cuenca, Ecuador. The results revealed an important level of engagement in these students. Students' goals and reasons for learning the language need to be considered as an opportunity to provide their teachers with some information to enhance students' language competence, generate strategies for language learning, and promote significant learning experiences. Research is recommended to discover teachers' views and opinions on different aspects involved in online classes and use this information to design and implement more active, engaging, and effective lessons. These specific findings can be used to improve and implement effective methodologies that can lead to better practices, not only for EFL teachers, but also for EFL students.

This work examines Ecuadorian teacher trainees' self-reported pedagogy. Data gathered in focus groups documents participant' pedagogy, what they stated they learned about teaching in diverse contexts, and the challenges they anticipate as they prepare to begin careers as English language teachers. A constant comparison method was used to determine and cross-reference emergent themes in the data. Findings suggest a disconnect between the objectives of trainees' program of study and what the future teachers stated they need to know to be ready to implement in their practice.

In the rapidly changing atmosphere of the global economy, productivity has become a very important concept for long-term economic growth, development, regional and global competitiveness, raising social living standards and increasing the level of welfare for countries. In the 21st century, when scientific knowledge, technology, innovation, R&D and entrepreneurship manifest themselves in every stage of the production process, human capital has come to the fore as an important and determining factor that increases productivity. In the current study, the effect of human capital, one of the most important outputs of education, on country productivity was analyzed for 24 developing countries, including Turkey, which are in the upper middle income group. In the application part, a panel data set was created for the 24 countries included in the study with the series obtained from the database of PWT10.0 for the period of 1980-2019. The Human Capital Index was used to reveal the human capital status of the countries included in the analysis and the Total Factor Productivity Index was used to reveal the productivity status. The Granger Panel Causality Test was employed to determine whether there is a short-term relationship and the Westerlund Panel Cointegration Test was employed to determine whether there is a long-term relationship between the two variables. As a result of a bilateral causality relationship was found between human capital and productivity in the short-term and a cointegration relationship in the long-term. The study is important and different from other studies in that it focuses on the concepts of human capital and productivity, which have a very limited place in the education literature, although they are directly related to education, and it is grounded on an interdisciplinary approach (bringing together education, sociology and econometrics).

The Achievement Goal Theory has been commonly used in the literature and the relation between the goal orientation construct and aspects of athletes' personality and well-being is an important element to be considered in the sports field. The objectives of this study were: (i) to confirm the reliability, factorial invariance and existence of latent mean differences of the Goal Orientations in Exercise Scale (GOES) in an Ecuadorian sample across sex; (ii) to identify the existence of subgroups of Ecuadorian students with different profiles of goal orientations to exercise; and (iii) to determine the differences in resilience and life satisfaction among these profiles. A total of 597 Ecuadorian students from the Sports Sciences degree participated in this study. Confirmatory factorial analysis supported the two-dimensional (ego-task) GOES structure. The GOES has an adequate reliability and structural invariance across sex. Significant latent mean differences on the "ego" orientation subscale were found across sex but not in the "task" one. Cluster analysis identified three task-ego orientation profiles: (1) moderately high on "task" and low on "ego"; (2) low on "task" and slightly high on "ego"; (3) high in both "task" and "ego" orientation. Post hoc comparisons showed statistical differences in resilience between the three profiles and in life satisfaction between the profile 3 and profiles 1 and 2. The current study allows the possibility of using the GOES as an invariant and reliable scale in Ecuadorian sample and initiates the use of goal orientation profiles and their relationship with resilience and life satisfaction in the sports field.

This quasi-experimental research aimed to examine if and to what extent the adaptation of the 4/3/2 technique and self-assessment contributes to the improvement of students' speaking fluency. 24 ninth graders ranging from 11 to 13 years old were separated randomly into control and experimental groups, each having 12 participants. The data were obtained by means of two tests (pre and post) and examined using a speaking fluency rubric. The calculation of rubric variables was done using the software Praat and Jwatcher and analyzed using the SPSS. After the implementation of the two techniques, fluency increased in both groups. However, the experimental group showed a significant difference compared to the control group. The use of the 4/3/2 evidenced the importance of planning, practicing, and repeating; and the self-assessment revealed the importance of feedback. Both techniques indicated to students that they could be autonomous in their learning, and they can search for different ways to reach their goals, making them the primary agent of their learning. The implications for teaching/learning and the limitations found during the study are discussed. Some recommendations for future research are presented. This research is addressed to EFL teachers who want to help students improve their spoken fluency.

This study aimed to determine the strategies for teaching English as a foreign language (EFL) to a student with attention deficit hyperactivity disorder (ADHD). It was carried out in the South of Ecuador and used the descriptive qualitative method to explore how teaching strategies impacted the behaviour and learning experiences of the ADHD child. The instruments to collect data were two pre-tests, two post-tests, and a checklist per class. Additionally, the pre-service teacher completed a checklist when observing each class. Furthermore, to gather information from the main English educator, a pre-survey and a post-survey were administrated. The findings showed that activities comprised within the gamification approach were effective for teaching EFL to the ADHD student, these activities included recompenses that persuaded the learner to complete them in no time.

This multiple case study-based investigation examined teacher language awareness (TLA) for content and language integrated learning (CLIL). This study was carried out in three teacher education programmes in Argentina, Colombia, and Ecuador during two consecutive academic years (2019-2020, 2020-2021), and it sought to explore teacher educators' (n = 5) and student-teachers' (n = 58) understanding and practice of (teacher) language awareness for CLIL settings. Data were collected through interviews, online forums, teaching resources (e.g. slides, lesson plans, assignments) and classroom observations (online and face-to-face), and analysed following an interpretivist and inductive approach. Findings show that the participants approached TLA as explicit knowledge about language, and associated it to notions of basic interpersonal skills, general academic language, and subject-­specific terminology when TLA was embedded in CLIL. Based on Morton's (Citation2018) construct of language knowledge for content learning, the paper puts forward a data-driven model of teacher language awareness for CLIL teacher education.

This study shows the potential of collaborative mapping as a pedagogical tool for cultivating spatial citizenship competencies among young students from peripheral urban spaces in Ecuador. Building on theories of spatial citizenship, the study postulates that an understanding and critical collaborative analysis of socio-spatial dynamics foster responsible spatial citizenship. Adopting an experimental approach, the study engaged 18 student groups in a 6-week collaborative mapping exercise, harnessing tools such as Google Maps, recyclable materials, chart paper, markers, and paint. Initial findings revealed a pronounced lack of spatial citizenship competencies and political apathy among students. Post-mapping, students exhibited an enhanced understanding of their community's spatial characteristics, notable locations, and potential improvements. Intriguingly, the activity sparked a renewed interest in political debates among the students and fostered a sense of ownership and responsibility towards their community. Additionally, it facilitated the identification of unregistered sites on Google Maps, thus developing their locational sense and exposing previously unseen urban dynamics. The study concludes that collaborative mapping can enhance students' spatial citizenship competencies, encouraging them to play a more active role in their community's development. The study's findings have far-reaching implications for pedagogical approaches in social sciences and information gathering for municipal planning and territorial transformations.

In the realm of academia, the workload of professors varies widely depending on the institution, department, and specific roles they undertake. With many faculty members exceeding a fifty-hour workweek, the balance between teaching, research, administrative duties, and personal life becomes a challenging endeavour, potentially leading to high levels of stress, and dissatisfaction. The objective of this study is to introduce and propose two novel assessment tools, the 'Academic Affinity Score' and the 'Academic Satisfaction Score', aimed at enhancing professors' ability to prioritize their tasks effectively. The 'Academic Affinity Score' offers a graphical representation of professors' affinity levels in academic roles, helping them identify areas for improvement, while the 'Academic Satisfaction Score' focuses on evaluating their satisfaction with specific academic activities. By utilizing these scores, professors can align their workload with their preferences, potentially reducing stress, preventing burnout, and ultimately enhancing their overall well-being. The study underscores the importance of addressing faculty well-being and suggests potential avenues for the development of public policies to better support the teaching profession in higher education.

During the last decade strengthening of the students' entrepreneurial intention to start technology businesses has been a relevant objective for both business schools and engineering schools in Latin America. This research compares the entrepreneurial intention of business administration and engineering and technology students to start emerging technology businesses after the COVID-19 pandemic, evaluating whether students' personality traits are related to their entrepreneurial intention toward these businesses. A comparison of central tendency, Spearman correlations and the Sidak test were conducted to analyzing the responses of 383 business administration and 161 engineering and technology students enrolled in universities of Chile and Ecuador, to an online self-reporting questionnaire. The results have supported a higher entrepreneurial intention of business administration students toward businesses related to e-commerce services, in contrast, engineering and technology students have showed a higher intention to start businesses associated with IT and telecommunications, health technologies and distance education. The findings also suggest that correlations between personality traits and the intention to create these technology ventures vary by area of study, being higher in entrepreneurial topics less close or known by students according to the themes seen in class. The evidence obtained in this study are relevant to improving the formation of technological entrepreneurs in Latin American universities because suggest that it is necessary to consider careers journeys and personality differences to design entrepreneurial training programs.

This study analyzed the current state of education for gifted students in Ecuador using the Educational and Learning Capital Model (ELCM) to propose improvements in the development of programs and services. A mixed research approach was employed, addressing two key questions: (a) How is the education of gifted students currently managed in Ecuador? (b) What is the perception of teachers regarding gifted education based on the ELCM? Data sources, such as official documents, primary studies conducted in the country and a survey involving specialized personnel and schoolteachers, were analyzed, focusing on evaluating the Ecuadorian educational system's strengths and weaknesses concerning gifted students' education. The results indicated the following: gifted students' education in Ecuador faces significant challenges due to the lack of adequate teacher training and insufficient infrastructure. Furthermore, existing policies and regulations are poorly implemented, and reliable data on identified students are lacking. Most teachers perceive a lack of training and adequate resources. Only 8.26% believe there is a clear mechanism in the Ministry of Education. Most are dissatisfied with the current programs, which are more recreational than geared toward talent development. The study recommended improvement in the education quality and support for gifted students in Ecuador.

Training the high-order competency of complex thinking encompasses addressing its sub-competencies of critical, innovative, scientific and systemic thinking. In this framework, how do the practices of reasoning for complexity in Latin American institutions differ from other regions? This study focused on comparing training practices that promote complex thinking in national and international educational entities through analysis of their programs and alternative professional credentials to identify best educational practices. The comparative education method benchmarked the selected institutions and compared the best educational practices. The four categories of analysis were the philosophical, theoretical, and political components and the educational process. A significant-document analysis was applied to publications found on the websites of 19 educational institutions, and the data were triangulated. The findings accounted for (a) educational institutions seeking to educate individuals who can improve the quality of life in society and contribute to sustainable development, (b) educational practices aimed at developing complex thinking competencies and lifelong learning as essential for new educational models, (c) the collaboration of researchers, faculty, and other stakeholders, and appropriate tools for formative assessment, promoting the development of complex reasoning competencies in changing environments, and (d) educational processes focused on developing high skills, innovation, and digital transformation as essential for designing the future of education. This study is intended to be of value to managers, decision-makers, professors, researchers, and society interested in creating new programs to develop high-level capabilities, such as complex thinking.

Purpose: This article examines the training of nine practising teachers and the development of their practical thinking through Lesson Study (LS) at Universidad Nacional de Educación (UNAE). The study therefore aims to describe and understand how this group of teachers might reconstruct their practical knowledge while engaging in the LS experience in a virtual setting. Design/methodology/approach: A case study was conducted with (virtual) field immersion, qualitatively collecting and analysing data through observations, interviews, a focus group and written outputs. Findings: Reconstructions and reinforcements were evident in each of the five dimensions of practical thinking (Soto et al., 2019; Pérez-Gómez, 2022) and in certain knowledge and values, in addition to various skills, attitudes and emotions. The main findings of the study relate to the importance of planning to avoid improvisation, viewing the teaching methodology as a flexible process, developing student autonomy, understanding and managing technological and digital tools and being prepared for uncertain situations. Originality/value: It is understood that Lesson Study is a strategy that strengthens and enhances understanding of teachers' knowledge, even in the virtual context and should therefore be considered for the ongoing professional development of teachers in Ecuador.

Purpose: This study compared approaches to school closures in four Latin American countries (Bolivia, Colombia, Ecuador, Peru), describing the impact on the health and educational wellbeing of school-age children and youth, and evaluating their approaches in regard to continuing education through the pandemic. Design/methodology/approach: We collected 75 publicly available documents including scientific and gray literature (government documents and news releases), that referred to school closures and their impact on children's health and wellbeing. We did thematic analyses using open, axial, and selective coding and applied the latest Health Promoting Schools standards and indicators to the findings. Findings: Results showed that countries followed epidemiological reasons for prioritizing school closures while adopting some policies that abide by Health Promoting School principles. While they emphasized the need to reopen schools so that instruction could continue, school closures were among the longest in the world. The most significant impacts on wellbeing identified in the four countries were related to food security and mental health. Research limitations/implications: This study focused on a particular set of documents, and it may not capture the full spectrum of relevant information in different contexts or regions. Practical implications: By comparing school closures approaches among four Latin American countries, this study highlights the importance of context-specific interventions. In a post-pandemic era, lessons learned from these experiences should help foster more resilient and inclusive educational systems and explore the paths forward for following the new Health Promoting Schools framework in the region. Originality/value: Cross-country qualitative analyses on this topic are rare. This study adds to the knowledge base by eliciting lessons for future health education research and policy efforts.