Didaxis. Revista Educativa, Social y Humanista
Didaxis, Educational, Social, and Humanistic Journal is an academic platform aimed at disseminating knowledge in multiple areas of study. Its main purpose is to stimulate constructive debate, the exchange of proposals, and the creation of innovative approaches to contemporary dynamics. Consequently, the journal seeks to articulate theoretical and practical debates that directly impact the improvement of educational processes globally.
Gamification in the teaching of software for structural design: Towards the training of engineers 4.0
The objective of this research was to analyze the impact of gamification on the teaching of structural design software for the training of civil engineers 4.0. The methodology employed a documentary approach, through a literature review in academic databases, primarily in English rather than Spanish, to achieve a broad scope. References were selected and organized into core and contextual studies according to their thematic relevance to the research problem. The findings demonstrate that gamification benefits students in terms of motivation, active participation, and meaningful learning, especially when integrated with practical teaching processes and the use of specialized software such as ETABS and SAP2000. Furthermore, it is evident that this strategy responds to the demands of digital transformation, Industry 4.0, and Construction 4.0 and 5.0, as it promotes technical and behavioral competencies aligned with the profile of the engineer of the future. The conclusions indicated that gamification is a timely pedagogical alternative that contributes to modernizing civil engineering education, strengthens the learning of structural tools, and fosters a more dynamic and active learning experience that aligns with the technological challenges of current education and professional development.
Copyright (c) 2026 David Ramos Piñas (Author) https://creativecommons.org/licenses/by/4.0
The Loss of the Ancestral Language and its Culture
This essay analyzes the distancing of native languages in indigenous communities as a risk to culture and self-identity, in connection with historical processes of exclusion. Social discrimination causes shame linked to the use of the mother tongue, leading to generational abandonment. Only 6.5% of the Ecuadorian population speaks an indigenous language, with a majority of elderly speakers and a clear lack of interest in young people. Indigenous migration to urban areas, motivated by structural poverty, significantly reduces the possibilities of using the language, forcing people to adapt to new cultural contexts until they progressively lose their ancestral identity. This situation is aggravated by the lack of teachers trained in bilingual intercultural education and the scarcity of adequate pedagogical materials. The central question is: how to counteract the loss of the ancestral language in the face of educational, discriminatory and migratory obstacles? The objective is to analyze the causes of this loss and propose lines of action for its conservation, considering community tourism and bilingual intercultural education as potential instruments of revitalization. Language preservation is inseparable from the social equity and cultural survival of indigenous peoples.
Copyright (c) 2026 Guido Esteban Pay Pay, Edison Fabián Cantincuz Taicus, Blanca Rocio Grefa Salazar, Felipe Fernando Shiguango Andy, Alirio Demetrio Taicuz Nastacuz (Author) https://creativecommons.org/licenses/by/4.0
Effective communication in the educational field: a critical analysis of its impact on the teacher-student relationship and academic performance
Effective communication has transformed the field of education and improved interaction between teachers and students. This paper studies the academic context and application models of interaction, and their impact on learning, student motivation, and productive assessment. Based on a review of related grammar, the author organizes the work around three essential axes: (a) the educational relationship in communication, (b) the link between communication and academic performance, and (c) the ethical dimension of teaching practice. The results show that effective classroom communication goes beyond simply delivering information; it fosters reflection that must be respectful, clear, and aligned with the argument. This approach contributes to a definition of the use of information technologies in the pedagogy of communication and addresses the gap between the teaching vocation and learning communication skills. It has been asserted that effective communication is a skill that is not easy to master and that demands continuous ongoing training, critical thinking, and ethical commitment to transform the classroom from a passive environment into an active one, where people can participate peacefully and learn actively in different contexts.
Copyright (c) 2026 Erika Dayanna Briones Rios, Tyrone Gustavo Valencia Estupiñan, Grefa Chongo Daniela Deyanira, Byron Patricio Valladares Granda (Author) https://creativecommons.org/licenses/by/4.0
Creative writing strategies for strengthening textual production in elementary school students
This article examines creative writing strategies as pedagogical tools for strengthening textual production in basic education students. Through a descriptive-explanatory research with a mixed approach, the incidence of various didactic strategies on the development of writing skills was analyzed in a sample of 120 students from fourth to sixth grade of primary education. The results show that the systematic implementation of strategies such as collaborative writing, the use of graphic organizers, didactic sequences and literary creation workshops significantly improve coherence, cohesion and creativity in texts produced by students. It is concluded that the integration of creative strategies in writing instruction not only enhances communicative competence, but also strengthens motivation, autonomy and critical thinking of students. This study provides concrete methodological guidelines for teachers seeking to transform their pedagogical practices in the language area.
Copyright (c) 2024 Edison Eduardo Carangui Aucancela (Author) https://creativecommons.org/licenses/by/4.0
Project-Based Learning and its Effect on the Development of Basic Functions in Early Childhood
This research article analyzes the impact of Project-Based Learning (PBL) on the development of basic skills in young children aged two to six years. Using a mixed-methods design with a quasi-experimental approach, the study evaluated the performance of 84 preschool children over an eight-month academic period. The experimental groups participated in structured teaching sequences based on the PBL methodology, while the control groups received instruction using conventional strategies. The instruments used included the Abbreviated Development Scale (EAD-3), systematic observation records, and semi-structured interviews with teachers and caregivers. The results showed statistically significant differences in language development, fine and gross motor coordination, sustained attention, emerging logical-mathematical thinking, and socio-emotional regulation in the groups that received PBL intervention. It is concluded that the planned and reflective implementation of PBL in early childhood education settings holistically promotes the development of basic functions by integrating play, exploration, and collaboration as cross-cutting themes of early learning.
Copyright (c) 2024 María Belén Mora Castillo (Author) https://creativecommons.org/licenses/by/4.0
Emotional regulation and prevention of cyberbullying in Educational Units of the City of Quito, Ecuador
Cyberbullying represents a growing problem in Latin American educational settings, with significant repercussions on the mental health and academic performance of adolescents. This research examines the relationship between emotional regulation and the prevalence of cyberbullying in educational units of the Metropolitan District of Quito, Ecuador. A quantitative, non-experimental, descriptivecorrelational, cross-sectional design was employed. The sample consisted of 423 students (53.4% female; 46.6% male), aged between 12 and 17 years (M = 14.6; SD = 1.49), selected through proportional stratified sampling from six public and private educational units in Quito. The European Cyberbullying Intervention Project Questionnaire (ECIPQ), the Difficulties in Emotion Regulation Scale (DERS), and the Emotion Regulation Questionnaire (ERQ) were applied. Results reveal that 34.5% of students have been victims of some form of cyberbullying during the past year, while 18.2% have engaged in aggressive behaviors in digital environments. Significant negative correlations were found between adaptive emotional regulation and cyberbullying victimization scores (r = -0.47; p < 0.001). Multiple regression analysis indicated that emotional regulation strategies significantly predict both victimization (β = -0.38; p < 0.001) and cyberbullying aggression (β = -0.29; p < 0.001). Implications for the design of socio-emotional intervention programs in the Ecuadorian educational context are discussed.
Copyright (c) 2024 Brittany Yajaira Paucar Roble, Bryan Alexander Sarango Quezada (Author) https://creativecommons.org/licenses/by/4.0
Rights of Nature: A Philosophical Paradigm Shift Towards Peaceful Coexistence
The rights of nature constitute one of the most significant legal and philosophical innovations of the 21st century, representing a deep epistemological rupture with the anthropocentric paradigm that has dominated modern Western thought. This review article analyzes the philosophical foundations, the legal-constitutional development, and the ethical implications of recognizing nature as a rights-holder, with emphasis on Latin American experiences, particularly the cases of Ecuador, Bolivia, and Colombia. Through a systematic review of specialized literature produced between 2000 and 2024, the main theoretical frameworks underpinning this biocentric turn are examined: deep ecology, Buen Vivir or Sumak Kawsay, environmental ethics, and the new Latin American constitutionalism. Results show that recognizing nature's rights not only transforms the legal system but proposes a relational ontology that challenges the subject-object dichotomy inherent in Western modernity. It is concluded that this paradigm offers solid foundations for peaceful coexistence between human beings and ecosystems, though it faces significant structural tensions in its effective implementation.
Copyright (c) 2024 Ricardo Alberto García Casquete, Leonora Robertina Cevallos Velez (Author) https://creativecommons.org/licenses/by/4.0
Formative assessment and effective feedback as strategies for improving mathematics learning
Formative assessment and effective feedback constitute two of the fundamental pillars in the design of learning environments oriented toward continuous improvement, especially in the field of mathematics, a discipline that has historically represented one of the greatest academic challenges for students at all educational levels. This theoretical-methodological review article aims to analyze the state of knowledge on the use of formative assessment and feedback as pedagogical strategies that favor the learning of mathematics, identifying their theoretical foundations, their implementation modalities, and the available empirical evidence on their effectiveness. To this end, a systematic review of scientific publications in Spanish published between 2000 and 2024 was carried out, based on classical references in pedagogy and mathematics didactics, as well as recent research in the Spanish-speaking context. The results show that formative assessment, when systematically integrated into teaching practice, generates significant improvements in conceptual understanding, mathematical reasoning, and selfregulated learning. Likewise, feedback oriented toward the process and not only the result positively affects motivation, self-efficacy, and academic performance in mathematics. It is concluded that the articulated implementation of both strategies requires a profound transformation of teachers' conceptions of assessment and a reconceptualization of error as a learning opportunity.
Copyright (c) 2024 Sandra Tereza Armijo Mogrovejo (Author) https://creativecommons.org/licenses/by/4.0
Use of generative artificial intelligence and its impact on the development of critical thinking in basic education students
The emergence of generative artificial intelligence (GAI) in educational settings represents one of the most significant transformations of the past decade in the field of pedagogy and technology. This review article analyzes the impact of GAI tool use on the development of critical thinking in basic education students. Through a systematic literature review of publications from 2018 to 2024 in databases such as Dialnet, Redalyc, Scielo, and Spanish-speaking institutional repositories, 42 documents were examined including research articles, institutional reports, and book chapters. Results show that intentional pedagogical integration of GAI can enhance critical thinking skills such as analysis, evaluation, inference, and self-regulation, provided it is accompanied by explicit didactic strategies and active teacher mediation. However, risks associated with uncritical use are also identified, including cognitive dependency, reduced student agency, and shallow information processing. It is concluded that developing critical thinking in GAI-mediated contexts requires teachers with advanced digital competencies, flexible curricular frameworks, and educational policies that integrate critical digital competence as a cross-cutting axis across all educational levels.
Copyright (c) 2024 Mariela Elizabeth Aucancela Mejía (Author) https://creativecommons.org/licenses/by/4.0
Development of research competencies through the implementation of classroom projects at the Unified General Baccalaureate level
This study aimed to analyze the development of research competencies in students of the Unified General Baccalaureate (BGU) through the implementation of classroom projects as an active pedagogical strategy. The research was framed within the Ecuadorian educational context, where the national curriculum promotes comprehensive education and the development of performance based skills. A mixed methods approach with a quasi experimental design was employed, working with a sample of 120 second year baccalaureate students from two public educational institutions in the city of Quito. Data collection instruments included a research competency assessment rubric, a Likert type questionnaire, and semi structured interviews. Results showed a statistically significant improvement (p < 0.05) in the competencies of problem formulation, information search and analysis, methodological design, and communication of findings in the experimental group compared to the control group. Conclusions indicate that classroom projects constitute an effective strategy for fostering critical thinking, intellectual autonomy, and a research culture from secondary education, aligned with the objectives of the Ecuadorian national curriculum.
Copyright (c) 2025 Blanca Esperanza Eras Gallegos, Liliana Flor Elisa Eras Gallegos, Ana Lucia Salas Ortiz (Author) https://creativecommons.org/licenses/by/4.0
Interculturalism based on ancestral teachings, applied to agricultural practices
This document analyzes interculturality based on ancestral teachings applied to agricultural practices as an educational strategy for agricultural engineering students in the Universidad en el Campo (UNICAM) program at the Río Blanco campus in Nicaragua. It begins with the need to integrate scientific knowledge with traditional knowledge to strengthen cultural identity and promote sustainable development in rural contexts. A reflective approach is adopted, grounded in categories such as bio-learning, decoloniality, sustainability, cultural identity, and dialogue of knowledge. Ancestral agricultural practices are highlighted as forms of contextualized learning, integrated with heuristic and metaheuristic approaches that enable students to understand and solve agroecological problems. Likewise, the role of intercultural education in the recovery of traditional knowledge through interaction with the community is emphasized. The integration of ancestral knowledge into agricultural education strengthens students’ holistic development, promoting values, cultural identity, and a commitment to the environment. Interculturality is established as a key pillar for relevant and sustainable education, capable of producing professionals who bridge the gap between ancestral and scientific knowledge for the benefit of community development.
Copyright (c) 2026 Feliciana del Socorro Dávila Matute, Cliffor Jerry Herrera Castrillo (Author) https://creativecommons.org/licenses/by/4.0
Cooperative Methodology for the Inclusion of Students with Disability-Associated Special Educational Needs in Ecuador's Basic General Education
This research analyzes the impact of cooperative methodology on the inclusion of students with disability-associated special educational needs at the Basic General Education level in Ecuador. The study employed a mixed-methods approach, combining a quasi-experimental design with a phenomenological qualitative component. The sample consisted of 86 students from fourth to seventh grade belonging to two public schools in Quito, of whom 12 had mild or moderate intellectual disability, hearing impairment, or physical disability. Cooperative techniques such as Jigsaw, Teams-Games-Tournaments (TGT), and peer tutoring were implemented over a 16-week period. Instruments included a participation and inclusion scale, a sociometric questionnaire, observation protocols, and semi-structured interviews with teachers. Quantitative results showed statistically significant differences (p < 0.05) in participation levels, social interaction, and academic achievement in the experimental group compared to the control group. Qualitative analysis revealed positive transformations in peers' attitudes toward students with disabilities and improvements in teachers' perceptions regarding the feasibility of inclusion. The study concludes that cooperative methodology is an effective pedagogical strategy for promoting inclusion in the Ecuadorian context, provided it is accompanied by ongoing teacher training and appropriate curricular adaptations.
Copyright (c) 2025 Manuel Alberto Pacheco Barrera, María Gabriela Rojas Zambrano, Kerly Fernanda Robalino Bravo (Author) https://creativecommons.org/licenses/by/4.0
Teacher mediation in the traditionalist model and its influence on memorization processes during the development of reading and writing
the role of teachers as mediators in the traditionalist pedagogical model. And at the same time, recognize the influence on the development of cognitive processes of memorization within reading and writing. The study was carried out during the pre-professional internships (PPL), which allowed direct observation of the educational context and the strategies used by the teacher. A theoretical approach based on pedagogical models of teaching and the principles of educational psychology was used, applying the case study methodology. The educational population was made up of second-year students of Basic General Education (EGB). In an educational institution located in the Batàn sector of the province of Azuay, Ecuador. Within this, the findings established that the use of repetition and memorization are central elements of the traditional approach. In this sense, it was identified that the educational process has been identified by the rote and the routine in the intellectual field, possibly because an active and participatory education is not encouraged in students. It was evidenced that repetition and memorization favor early vocabulary acquisition, letter identification and word recognition.
Copyright (c) 2025 Danny Emanuel Duran Cabrera, David Mateo Jerez Sarmiento, Noemi Priscila Mora Saquicela (Author) https://creativecommons.org/licenses/by/4.0
Dyslexia in children and young people: the criteria of psychologists and teachers
Dyslexia is a learning disorder that affects the ability to read, write, and recognize words accurately and fluently. It is a neurological condition that affects people of all ages, but it is diagnosed more in childhood when they are just beginning to read and write. Among the most frequent symptoms can be diagnosed dysorthography, characterized by a low speed of linguistic processing to identify and manipulate phonemes. Dyslexia requires pedagogical approaches as students may not have the same ability in interventions. Persistent difficulties could generate a fixed mentality in students, the environment also influences the family and school environment, so the social and psychopedagogical context must be considered. School dyslexia in education is a problem that directly affects the education system and perpetuates cycles of social inequality. This essay examines the multiple factors that influence student dropout and integrates socioeconomic, family, pedagogical, and cultural perspectives. This leads students to join the job market early; family fragmentation, this generates emotional instability and lack of support; adolescent pregnancy, which interrupts the educational trajectory, the traditional teaching methodology that does not respond to contemporary needs, and discrimination against indigenous populations and vulnerable groups. In the 2023-2024 cycle, 72,644 cases of school dropout were registered, with a rate of 1.75% reported by the Ministry of Education, with the most vulnerable provinces being the most affected. The analysis of dyslexia is not a systematic phenomenon that integrates that simultaneously addresses the economic, social, institutional and cultural dimensions, to guarantee the right to education and promote equality in educational access and permanence.
Copyright (c) 2025 Marilyn Tatiana Aguavil Aguavil, Mariuxi Ines Cuero Medina, Bertha Adela Mugmal Serrano (Author) https://creativecommons.org/licenses/by/4.0
Socio-emotional competencies of teachers as a predictor of academic performance in high school children
Teacher socioemotional competencies have emerged as a variable of growing interest in contemporary educational research. This article analyzes the role of these competencies as a predictor of academic achievement in preschool children aged 3 to 6 years. A quantitative, correlational, cross-sectional design was adopted. The sample consisted of 68 teachers and 247 children from 12 public educational centers in an urban area of Cuenca. The Emotional Competence Scale for Teachers (ECED), adapted for the Spanish-speaking context, was used to assess teacher socioemotional competencies, while academic performance was measured using official quarterly evaluation records. Results indicated significant positive correlations between the dimensions of emotional awareness, emotional regulation, and social skills of the teacher and the students' academic indicators (r = .42 to .61, p < .01). Multiple regression analysis indicated that teacher socioemotional competencies explain 38.4% of the variance in academic achievement (R² = .384, F = 21.73, p < .001). It is concluded that investing in socioemotional training for early childhood educators is a high-impact strategy for improving educational outcomes from an early age.
Copyright (c) 2025 Daysi Karina Robles Gómez (Author) https://creativecommons.org/licenses/by/4.0
Oral Corrective Feedback Strategies and Their Influence on Speech Fluency and Accuracy in English as a Foreign Language (EFL) Classes in University Contexts
Oral corrective feedback (OCR) is one of the most studied pedagogical mechanisms in second language acquisition, particularly in contexts where OCR teaches as a foreign language (LF). This systematic review article is based on the PRISMA methodology, and its intention is to analyze the oral corrective feedback strategies used in university EFL classrooms, in addition to evaluating their influence on the fluency and accuracy of students' speech. For this study, he carried out a systematic search in databases such as Scopus, Web of Science, ERIC and Scielo, and included publications between 2002 and 2024. After applying inclusion and exclusion criteria of documents related to the objective of this research, 28 studies were selected for the respective analysis. The findings revealed that explicit strategies, such as direct correction and metalinguistic cues, produce lasting effects on grammatical and phonological accuracy, as implicit strategies, such as rephrasing, help discourse continuity and communicative fluency. Similarly, the results propose that the effectiveness of the RCO is valid based on factors such as the student's level of competence, the type of error and the pedagogical context where it is prepared. It is concluded that a balanced approach that integrates different feedback modalities can optimize both fluency and accuracy in the oral production of EFL university students.
Copyright (c) 2025 Jonathan Miguel Quintero Merlin (Author)
The ethics of artificial intelligence as a transversal axis in the baccalaureate curriculum
The integration of artificial intelligence (AI) into educational environments raises global ethical questions that cannot be ignored in high school students' education. This review article aims to analyze the available scientific literature on the incorporation of AI ethics as a cross-cutting axis in the upper secondary education curriculum, identifying pedagogical approaches, conceptual frameworks, and implementation challenges. A qualitative documentary review was conducted, searching databases such as Scopus, SciELO, Dialnet, Web of Science, and ERIC, selecting articles published between 2019 and 2025 in Spanish and English. Results show that, although there is growing academic interest in AI ethics in education, most proposals focus on higher education, with few initiatives specifically targeting the high school level. Four main thematic axes were identified: the need for algorithmic literacy, teacher training in ethical digital competencies, student data privacy and protection, and equity in access to intelligent technologies. It is concluded that mainstreaming AI ethics in high school is an urgent need to educate critical citizens capable of responsibly coexisting with these technologies.
Copyright (c) 2025 Beatriz Aracely Intriago Loor (Author)
School Dropout in Secondary Education in Ecuador: Multifactorial Analysis and Mitigation Strategies
School dropout in secondary education is a structural problem that significantly affects the Ecuadorian education system and perpetuates cycles of social inequality. This article examines the multiple factors that contribute to student dropout, integrating socioeconomic, family, pedagogical, and cultural perspectives. These factors force students to enter the labor market prematurely; family breakdown, which generates emotional instability and a lack of support; teenage pregnancy, which abruptly interrupts educational trajectories; traditional teaching methodologies that do not respond to contemporary needs; and discrimination against indigenous populations and vulnerable groups. In the 2023-2024 cycle, there were 72,644 cases of school dropouts, with a rate of 1.75% reported by the Ministry of Education, with the Amazonian provinces being the most affected. The study concludes that school dropout is not a systemic phenomenon, but rather one that requires comprehensive solutions that simultaneously address economic, social, institutional, and cultural dimensions to guarantee the fundamental right to education and promote equity in access to and retention in education.
Copyright (c) 2025 Liz Madelin Aguavil Aguavil, Carla Vanessa Cuasapaz García, Adriana Maribel Limaico Guzman (Author)
Mathematical modeling of local socioeconomic phenomena with GeoGebra and INEC data
This article proposes a methodology for mathematical modeling of local socioeconomic phenomena, integrating the dynamic geometry software GeoGebra with public databases from Ecuador's National Institute of Statistics and Census (INEC). The research adopts a mixed methods approach with a descriptive and correlational scope. Socioeconomic variables such as employment rates, poverty levels measured by unsatisfied basic needs, consumer price indices, and business dynamics at the cantonal and provincial levels were selected. From these variables, linear, polynomial, and exponential regression models were constructed using the statistical analysis tools built into GeoGebra. The results show that GeoGebra enables dynamic and interactive visualization of the relationships among socioeconomic variables, facilitating the comprehension of trends, correlations, and behavioral patterns in real data. The models obtained had coefficients of determination (R²) above 0.85 in most cases analyzed, suggesting an acceptable fit for educational and exploratory analysis purposes. It is concluded that combining official statistical data with open access technological tools constitutes a valuable pedagogical resource for contextualized mathematics education and for the applied analysis of socioeconomic phenomena in local contexts.
Copyright (c) 2025 Roger Geovanny Ibáñez Cuenca (Author)
Teaching local history through generational interviews. Case study at the Pedro Balda Cucalón Educational Unit, Manta, Ecuador
This review article analyzes the implementation of generational interviews as a didactic strategy for teaching local history at the Unidad Educativa Pedro Balda Cucalón, located in Manta, Manabí province, Ecuador. The research is grounded in a qualitative approach with a case study design, employing systematic review of national and international scientific literature, documentary analysis, and systematization of pedagogical experiences. The theoretical foundations of historical thinking, oral history, and contextualized meaningful learning are examined, contrasting findings from previous research with the Ecuadorian educational reality. Results reveal that generational interviews strengthen the construction of local identity, promote critical thinking, and generate an emotional connection with the intangible cultural heritage of Manta. It is concluded that this methodology constitutes a valuable pedagogical tool that transcends data memorization and contributes to forming citizens aware of their historical heritage, particularly in contexts where official history has rendered popular narratives and community memories invisible.
Copyright (c) 2025 Estrella del Rosario Loor Burgos (Author)