El Repositorio Institucional de la UNIVERSIDAD TÉCNICA DE MACHALA, tiene el objetivo de preservar y dar visibilidad al contenido académico y científico que produce la institución tales como: tesis, trabajos finales de graduación, libros, artículos, resultados de investigación, trabajos docentes, etc. El repositorio esta siendo indexado por varios cosechadores a nivel nacional e internacional como: RRAAE, LA REFERENCIA, REDI, etc. Con la finalidad de incrementar la visibilidad a los recursos bibliográficos, además de permitir la consulta y citación del contenido académico en todo el mundo.
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Item type: Item , Programa de intervención en habilidades de lectura: evaluación de su efectividad en estudiantes de segundo año de educación básica(2025) Alvarado Lindao Rosalía LourdesEarly literacy still shows gaps in second-grade classrooms; in this context, a reading intervention program was designed and implemented using the Lorenzo Filho Test for screening and follow-up. Objective: Evaluate the effectiveness of a reading intervention program applied to second-grade students in basic education with reading difficulties diagnosed through the Lorenzo Filho Test. Methodology: quantitative study with a one-group, pretest–posttest quasi-experimental design; a three-month intervention with brief sessions focused on phonological awareness, guided oral reading, and repeated practice; descriptive and inferential analyses with assumption checks. Results: the diagnostic phase indicated prominent challenges in attention/fatigability, motor coordination, and auditory memory; post-intervention, performance shifted toward higher levels, with consistent gains in immediate memory, motor memory, and pronunciation, alongside a decrease in difficulty categories. The t test supported differences between pre- and post-intervention, the correlation was positive, and descriptive statistics showed a higher central tendency with contained variability. Conclusion: the program was effective for reading indicators in second grade, and the test’s use provided traceability for pedagogical decisions and continuous monitoring.Item type: Item , Conocimiento de los Objetivos de Desarrollo Sostenible en estudiantes de décimo año del Colegio Manuel González(2025) Aguilar Sanmartin Otto MiguelThe Sustainable Development Goals (SDGs) are a global action plan aimed at improving the quality of life for all people and ensuring the planet’s sustainability fo rpresent and future generations. Working with the SDGs in schools means shaping students into aware, critical, and committed citizens, capable of actively contributing to a fairer and more balanced future. In this sense, the study began with the following research question: What level of knowledge do tenthgrade students at Manuel González School have about the Sustainable Development Goals during the 2025–2026 school year? The objective was set to analyze tenth-grade students’ knowledge about the Sustainable Development Goals at Manuel González School during the 2025-2026 academic period. The research employed a quantitative, descriptive, non-experimental, crosssectional methodology with a sample of 69 students and 3 teachers, using a 20-item questionnaire (α = 0.673) and a teacher observation guide. The results showed that overall knowledge was at a regular level. On the other hand, the conceptual-terminological dimension had 68.6% of students at a low level, and the systemic-relational component reached 75.7%, without achieving the top tier. Likewise, applied knowledge of an ethical-strategic nature registered 31.4% without reaching the high level. Furthermore, in class observations, 66.7% of sessions did not include official iconography or a brief activity, and 33.3% of teachers’ performance remained at a regular level. Partial connections between subject areas could thus be observed. In conclusion, the results provide a baseline for adjusting teaching resources, linking content to real-world contexts, and guiding improvement actions in school planning and evaluation.Item type: Item , Brechas y Tendencias en la Investigación Educativa en el Ecuador: Una Revisión Sistemática de la Literatura(2025) Gómez Ochoa Noemí GabrielaEducational research in Ecuador has gained relevance amid recent social and technological transformations, especially after the COVID-19 pandemic. However, it is essential to understand the trends, advances, and shortcomings in the country's scientific production to guide future educational research and policies. This study aims to analyze the development of educational research in Ecuador during the period 2015-2025, focusing on the methods, topics, and educational levels addressed. A systematic review of 40 academic articles published between 2015 and 2025 was conducted, following the guidelines of the PRISMA declaration. Studies were selected based on criteria of relevance, methodological quality, and thematic relevance. The works were classified according to the methods used, data collection techniques, educational levels, and topics covered, allowing for a complete and exhaustive comparison of scientific production in the country. The findings indicate that descriptive and correlational research predominates, with a particular focus on the use of information technologies and teacher training. Most research is conducted in public institutions and urban areas, ignoring rural and private contexts. The most commonly used techniques are document analysis and surveys, with little evidence of experimental or cause-and-effect methodologies. Furthermore, there is limited integration of higher education studies and systematized theoretical approaches. It is crucial to expand the methods used and broaden the geographic and thematic coverage of research to meet the needs of the Ecuadorian education system.Item type: Item , Pedagogía STEAM: Rol del docente en centros educativos para personas con escolaridad inconclusa(2025) Barco Alvarado Marianela Del RocioThis study is based on the need to provide educational opportunities for young people and adults with interrupted schooling trajectories through innovative strategies that strengthen retention and quality learning. The objective was to analyze the configuration of the teacher’s role in the implementation of STEAM pedagogy in an educational center for people with incomplete schooling in Santa Rosa, Ecuador, during 2025. A qualitative methodology was applied under the interpretive-comprehensive paradigm, with a descriptive and cross-sectional design, involving six teachers selected through purposive sampling. Semi-structured interviews, non-participant observation, and documentary analysis were used as data collection techniques, and the information was processed through thematic coding and triangulation. The results show that the teacher’s role is mainly configured as mediator and facilitator, fostering students’ motivation, autonomy, and confidence. The most frequent pedagogical practices were project-based learning and problem solving activities using accessible materials, which encouraged creativity and active participation. Teachers expressed favorable perceptions of STEAM, although they also highlighted challenges such as limited resources and the need for further training in active methodologies. Data triangulation consolidated convergences, complementarities, and divergences among what was expressed, observed, and documented, strengthening the validity of the findings. It is concluded that, despite material and institutional constraints, STEAM pedagogy constitutes an inclusive and transformative pedagogical approach that fosters educational retention and the integral development of students with interrupted schooling.Item type: Item , Percepción estudiantil de las competencias del docente que Integra IA(2025) Merchán Mendieta, Rubén AlejandroEste artículo sitúa la discusión sobre el docente que integra IA en un marco donde la legitimidad profesional depende menos de destrezas instrumentales y más del gobierno visible de la co agencia humano–IA. Con el objetivo de identificar, desde la percepción estudiantil, las competencias que sostienen esa legitimidad, se realizó un estudio cualitativo con narrativas de 3,120 estudiantes de la Universidad de Guadalajara (México) y la Universidad Técnica de Machala (Ecuador). Se aplicó una pregunta abierta y se efectuó análisis de contenido siguiendo criterios de Krippendorff. Los resultados muestran un encadenamiento de cuatro competencias: (1) relación pedagógica y empoderamiento (personalización y feedback con criterios y límites explícitos); (2) dominio técnico–operativo (diseño y auditoría de flujos con IA, curaduría y documentación); (3) curaduría de conocimiento y diseño didáctico con IA: claridad e innovación (traducción de evidencia reciente y diversa en secuencias comprensibles y experiencias activas); y (4) humanización del saber y reflexión ética (transparencia, puntos no delegables y explicabilidad de decisiones). Se concluye que estas competencias expresan el paso de la “competencia digital” a una agencia distribuida gobernada: la IA amplía capacidades, mientras el juicio pedagógico las ordena y orienta.