MENTOR revista de investigación educativa y deportiva
About the Journal Focus and Scope MENTOR revista de investigación educativa y deportiva is an Ecuadorian open-access scientific publication with continuous periodicity (three issues per year) and available in electronic format. The publishing institution is the Colegio de Profesionales de Recreación, Actividad Física y Deporte, headquartered in Quito, Ecuador, at the following address: Parroquia Calderón, calle El Arenal y Panamericana Norte, Conjunto Casales Buenaventura, etapa 3, casa 49, piso 1, postal code 170202. Contact email: info@colprafydoficial.org Institutional website: http://colprafydoficial.org/services The purpose of the journal is to publish and disseminate scientific research in the fields of education, physical activity, sport, and related health sciences (public health, sports medicine, physiotherapy, nursing, nutrition, sport psychology, rehabilitation, and integral well-being), with a broad and interdisciplinary approach that integrates diverse perspectives and contexts. It is aimed at researchers, professionals, faculty members, and higher-education students at the national, Ibero-American, and international levels. The journal accepts contributions in Spanish and English under the following modalities: Original articles presenting unpublished research results with quantitative, qualitative, or mixed approaches, including experimental, quasi-experimental, descriptive, correlational, case study, ethnographic, or other designs. Review articles that integrate and critically analyze the existing scientific literature. Theoretical essays offering academic reflections, conceptual developments, and analytical proposals grounded in scientific debate. All manuscripts undergo a double-blind peer-review process to ensure objectivity, transparency, and academic rigor. Each accepted article receives a DOI identifier, and the journal guarantees long-term digital preservation through the PKP Publishing Services Network. Periodicity MENTOR publishes three regular issues per year, corresponding to January, May, and September. Additionally, the journal may publish special issues dedicated to specific topics or special calls in education and sport. These issues are not periodic, as they depend on editorial planning and the reception of relevant contributions. In all its editions, the journal receives multidisciplinary articles that contribute original theoretical, quantitative, or qualitative work with scientific rigor. Academic and Scientific Community MENTOR is aimed at the academic and scientific community composed of higher-education students, professionals, and researchers in the fields of education, physical activity, sport, and health sciences related to health promotion, prevention, care, and rehabilitation. Its multidisciplinary nature and national, Ibero-American, and international projection make it an open space for dissemination and dialogue that advances knowledge. Editorial Quality Process MENTOR revista de investigación educativa y deportiva guarantees rigorous quality monitoring at every stage of the editorial process, ensuring high academic, technical, and ethical standards: Initial review: Editors verify compliance with guidelines, metadata, anonymity, and structure, and use Turnitin to detect similarity, plagiarism, and self-plagiarism in submitted manuscripts. Assignment of reviewers: Manuscripts that pass the initial review are sent to specialists in the corresponding discipline, who ensure an academically relevant evaluation. Double-blind peer review: Evaluation is conducted under a double-blind modality, protecting the confidentiality of authors and reviewers and ensuring impartiality. Copyediting: Articles accepted with modifications are reviewed by the Editorial Committee and academic writing professionals to improve clarity, coherence, and language quality. Translation review: English-language elements (titles, abstracts, and keywords) are evaluated by a specialist in scientific translation and bilingual writing. Layout: Accepted articles are formatted by a professional in editorial design, ensuring uniformity and visual quality. Author proof: After layout, the final PDF is sent to each author for review and approval prior to publication. Ethical and access commitment: The journal ensures the publication of content aligned with good editorial practices, academic integrity, and research ethics standards. Open Access Policy MENTOR maintains an open-access policy, allowing users to freely access all its content. Users may read, download, store, print, search, index, use the content for data analysis, or link it directly, provided the source is correctly cited according to international standards. Likewise, the distribution of articles in their post-print versions or any official version is permitted without prior authorization from the author or publisher, provided authorship is acknowledged, the source is indicated, and the use is non-commercial. All content is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License (CC BY-NC-ND 4.0). Reuse Policies MENTOR revista de investigación educativa y deportiva allows authors to retain unrestricted publication rights and grants the journal the right to be the first publisher of the work. Additionally, authors must not submit any manuscript to MENTOR that is simultaneously under review by another journal. If authors wish to withdraw a manuscript under review, they must send a signed correspondence to the editorial board via email at rjposso@revistamentor.ec explaining the reasons for withdrawal. This ensures that the editorial process does not continue unnecessarily. Affiliation MENTOR revista de investigación educativa y deportiva is affiliated with the Colegio de Profesionales de Recreación, Actividad Física y Deporte (COLPRAFYD). Funding MENTOR revista de investigación educativa y deportiva is fully funded by the members of the board of directors.
Colegio de Profesionales de Recreación Actividad Física y Deportes COLPRAFYD (Ecuador)
Influence of the family environment on the development of athletic talent in youth tennis: a documentary review
The family environment constitutes a decisive component in the development of athletic talent among youth tennis players. The objective of this study was to analyze the scientific evidence on the influence of the family environment on the development of athletic talent among youth tennis players. A documentary review with a systematized search and thematic synthesis was conducted in the Scopus, Web of Science, and PubMed databases, considering publications available up to January 2026. Of the 312 records identified, 198 were removed as duplicates and 103 were excluded for not meeting the thematic relevance criteria; finally, 11 documents were incorporated into the main corpus of analysis. The results were organized into three axes: functions of parental support, effects of parental pressure, and moderating variables of family involvement. The evidence showed that parental support favors talent development when it promotes autonomy, emotional stability, motivation, and coordination with the coach. In contrast, result-centered pressure, criticism, excessive control, and unrealistic expectations may affect psychological well-being and weaken continued sport participation. It is concluded that the most appropriate parental support is not the most intense, but the one most closely adjusted to the developmental stage, competitive level, and psychological needs of the young tennis player.
Copyright (c) 2026 Richar Jacobo Posso-Pacheco , Pablo Ricardo Olvera Sánchez https://creativecommons.org/licenses/by-nc-nd/4.0
Artificial intelligence and higher education: a review of opportunities, risks, and transformations in learning processes
The aim of this study was to analyze the opportunities, risks, and pedagogical transformations associated with the use of artificial intelligence in higher education learning processes. A theoretical review based on documentary analysis was conducted through the critical examination and comparative synthesis of scientific literature published between 2021 and 2026 in databases such as Scopus, Web of Science, and ERIC. The analysis explored the main dimensions through which artificial intelligence is reshaping university teaching and learning, including personalized learning systems, generative AI tools, algorithmic assessment, and emerging ethical and epistemological challenges. The reviewed literature revealed that artificial intelligence offers significant benefits depending on institutional contexts and the pedagogical approaches guiding its implementation, while also posing risks related to academic dependency, superficial learning, and assessment bias. The opportunities and risks identified represent an interdependent tension that influences the effective integration of artificial intelligence into higher education. The findings suggest that the pedagogical transformation enabled by artificial intelligence depends less on the sophistication of the technologies themselves and more on the institutional capacity to establish curricular guidelines, implement ethical policies, and foster critical digital competencies among both teachers and students.
Copyright (c) 2026 Félix Antonio Díaz, Juan Carlos Toribio Fernández , Judith Martínez-Alonzo , Wanda Marina Román Santana https://creativecommons.org/licenses/by-nc-nd/4.0
Interculturality in Educational Processes: A Systematic Review of the Experiences of International University Students
The increase in migratory flows in the global and Latin American context has placed pressure on higher education systems, revealing persistent barriers to access and retention for migrant students. The aim of this study was to analyze the state of the art on interculturality in higher education from the perspective of international students. A systematic review was conducted following the PRISMA protocol, considering nine studies published between 2020 and 2025 in the Scopus, Scielo, and Google Scholar databases. The results show that interculturality is configured as a field marked by debate, characterized by a gap between critical theoretical approaches and prevailing institutional practices. It is concluded that advances in educational inclusion respond mainly to the agency and resilience of migrant students, rather than to consolidated institutional management, highlighting the need for teacher training in intercultural sensitivity and for greater flexibility in bureaucratic processes to move toward effective educational social justice.
Copyright (c) 2026 Karin Cortés Véliz, Emmanuel Mateo Mercedes, Andri Velásquez-Salazar https://creativecommons.org/licenses/by-nc-nd/4.0
Physical Activity and the Development of Coordination Skills in Elementary School Students
*]:pointer-events-auto R6Vx5W_threadScrollVars scroll-mb-[calc(var(--scroll-root-safe-area-inset-bottom,0px)+var(--thread-response-height))] scroll-mt-[calc(var(--header-height)+min(200px,max(70px,20svh)))]" dir="auto" data-turn-id="request-WEB:0e01cc24-f2e2-4283-aadc-b702e9fd4a8e-13" data-turn-id-container="request-WEB:0e01cc24-f2e2-4283-aadc-b702e9fd4a8e-13" data-testid="conversation-turn-16" data-scroll-anchor="false" data-turn="assistant"> Physical activity plays a crucial role in the development of coordination skills among students in general basic education. These skills are essential for motor development and physical performance, and they have a significant impact on children’s physical, cognitive, and social development. The objective of this study was to synthesize the theoretical and methodological foundations regarding physical activity and the development of motor coordination skills in elementary school students. A systematic literature review was conducted, following the PRISMA protocol guidelines for searching and selecting studies in databases such as Scielo, ScienceDirect, Dialnet, Redalyc, and Google Scholar. The review concentrated on articles published from 2021 to 2026. The results obtained made it possible to synthesize the evidence for the effects of physical activity on the development of coordination skills in elementary school students. The most relevant findings were synthesized, facilitating their understanding and application in educational contexts, and the study contributed to strengthening the preparation of teachers and trainers by providing them with theoretical and practical foundations for the design and evaluation of pedagogical strategies aimed at children’s motor coordination development. .
Copyright (c) 2026 Danixa Madeleine Torres Guayllas https://creativecommons.org/licenses/by-nc-nd/4.0
The Normative Paradox of Administrative Law in Ecuador
Ecuadorian administrative law has a legal framework aimed at guaranteeing legality, legal certainty, transparency, administrative effectiveness, and the protection of citizens’ rights. However, its application does not always produce results consistent with these purposes, creating a paradox between normative strength and institutional practice. The objective of this critical review was to analyze how legal literature explains this paradox and its effects on the relationship between Public Administration and citizens. A qualitative, documentary, and bibliographic study was conducted, based on the analysis of the Constitution of the Republic of Ecuador, the Organic Administrative Code, specialized doctrine, and legal studies related to legal certainty, administrative discretion, reasoning of administrative decisions, procedural formalism, administrative silence, and institutional control. The review identified that the paradox is associated with institutional gaps, uneven application of procedures, insufficient reasoning, and difficulties in controlling the exercise of administrative powers. It is concluded that the effective protection of citizens depends on reasoned, predictable, and controllable public action capable of integrating legality, effectiveness, and the protection of rights.
Copyright (c) 2026 Paola Lucía Granda Encalada https://creativecommons.org/licenses/by-nc-nd/4.0
Historical Roots of Inclusive Education: Understanding the Present Through the Past
This review article aimed to examine the historical evolution of inclusive education, tracing its path from roots in models of exclusion and segregation to the contemporary international normative frameworks that guide its practice. Methodologically, the study adopts a qualitative approach based on a literature review and historical-critical analysis, examining models of disability support, international milestones, and legal frameworks that have contributed to consolidating the inclusive paradigm. The analysis reveals a shift from models characterized by exclusion, dispensability, and institutionalization toward approaches grounded in equity, participation, and the recognition of diversity as a fundamental educational value. The review finds that the contemporary understanding of inclusive education cannot be explained in isolation but rather through the interplay of historical processes, conceptual developments, and international mandates. It concludes that educational inclusion is not a goal definitively achieved, but rather a dynamic process requiring continuous structural, attitudinal, and methodological transformations within current educational systems.
Copyright (c) 2026 Bellanira Farias, Kelvison Reyes Alcequiez https://creativecommons.org/licenses/by-nc-nd/4.0
Nursing interventions for the prevention of pressure injuries in hospitalized adult patients
Pressure injuries are a frequent and costly problem among hospitalized adults and are associated with immobility, moisture, malnutrition, medical devices, and the insufficient or delayed implementation of preventive nursing care. The objective was to characterize the available scientific evidence on nursing interventions used to prevent pressure injuries in hospitalized adult patients. A qualitative-descriptive scoping review was conducted, guided by PRISMA-ScR and the PCC framework. Thirteen original studies were selected, and the evidence was organized through descriptive analysis, a charting matrix, and thematic synthesis. The studies showed a predominance of multicomponent interventions in intensive care settings, integrating risk assessment, skin surveillance, repositioning, moisture management, medical device management, and education, with generally favorable but methodologically heterogeneous findings. Effective prevention requires integrated, individualized, and institutionally sustained nursing care, while future research should strengthen comparability, multicenter evaluation, sustainability, and applicability across different adult hospital services.
Copyright (c) 2026 Rosa Elvira Cabezas Valencia , María del Carmen Quintero Valencia https://creativecommons.org/licenses/by-nc-nd/4.0
Interdisciplinary micro-challenges for the cognitive flexibility of Basic General Education students
In Ecuador, the General Basic Education (EGB) curriculum promotes the development of skills with performance criteria and interdisciplinary projects; however, evidence regarding specific strategies for fostering cognitive flexibility remains limited. This article aimed to analyze the potential of interdisciplinary micro-challenges brief, playful, short-duration activities that integrate content from different subject areas as a strategy for stimulating and enhancing cognitive flexibility among EGB students. A documentary review methodology was employed, examining studies published between 2013 and 2025 in databases such as Dialnet, SciELO, and Redalyc, as well as official documents issued by Ecuador’s Ministry of Education. The findings indicate that gamified activities, STEAM projects, and short task-switching challenges promote working memory, inhibitory control, and the flexible shifting between rules, producing positive effects on academic achievement and school coexistence. It is concluded that their systematic implementation requires teacher training, protected curriculum time, and instructional materials adapted to the Ecuadorian context.
Copyright (c) 2026 Luisa Lorena Torres Erazo , Joselyn Carolina Rodríguez Alvear , Carlos Paul Ibañez Paredes https://creativecommons.org/licenses/by-nc-nd/4.0
Folk dance for the educational inclusion of children with Autism Spectrum Disorder in Physical Education class
The research aimed to evaluate the effect of a pedagogical strategy based on folkloric dance on the participation, social interaction, and behavioral self-regulation of students with Autism Spectrum Disorder in Physical Education classes. The study adopted a mixed-methods approach with a pre-experimental design and purposive sampling composed of twenty-five students, three of whom had been diagnosed with ASD. Structured interviews, participant observation, field notes, and standardized tests were applied before and after an eight-week intervention based on traditional rhythms such as pasacalle and polka. The results, analyzed using the Wilcoxon signed-rank test, showed favorable changes in social interaction, group participation, communication, and reduction of repetitive behaviors. Likewise, the diagnostic process enabled the design of the proposal entitled “Inclusive Pedagogical Strategy Based on Folkloric Dance,” aimed at strengthening inclusion processes within Physical Education classes. It is concluded that structured rhythmic activities promoted behavioral self-regulation, motor synchronization, and the functional participation of students with ASD in inclusive school contexts.
Copyright (c) 2026 Bagna Jessica García Murillo, Ramírez Robles Ramiro Antonio, Sonia Guerra Iglesias https://creativecommons.org/licenses/by-nc-nd/4.0
From Play to Dance: A Handbook of Constructivist Strategies for Teaching Ecuadorian Native Rhythms in Teacher Training
Initial teacher training in Physical Education in Ecuador faces the challenge of integrating the cultural and expressive dimension of national dance into pedagogical processes. The objective of this research was to diagnose the pedagogical needs of fifth-semester students in the Pedagogy of Physical Activity and Sports program at the Central University of Ecuador and, based on this diagnosis, to systematize methodological strategies for teaching Ecuadorian ancestral rhythms in Physical Education. The study followed a quantitative approach, with a descriptive scope and a diagnostic-propositional component, using a field-based, non-experimental, cross-sectional design. The population consisted of 90 students, to whom a Likert-scale questionnaire was administered. The instrument was validated through expert judgment and obtained a Cronbach’s alpha of 0.89. The results showed a high need for specialized didactic guides: 87% required support to understand both theory and practice, 72% reported difficulties in relating cultural foundations to motor execution, and 68% indicated problems remembering sequences of basic steps. Ludic-inductive, sensory-corporeal, and pedagogical economy strategies were systematized and applied to the Yumbo, Danzante, and Inti Raymi rhythms. It is concluded that the proposal constitutes a relevant methodological basis for guiding the teaching of Ecuadorian ancestral dance.
Copyright (c) 2026 Edison Fabián Analuisa Analuisa, Cristina Paola Cáceres Sánchez , Giovanny Capote Lavandero , Vanessa Alexandra Castillo Castillo , Marlene Margarita Mendoza Yépez , Jorge Luis Mateo Sánchez https://creativecommons.org/licenses/by-nc-nd/4.0
Sustainable Physical Education: The Impact of Contextualized Motor Activities on the Development of Environmental Awareness
The aim of the study was to analyze the impact of contextualized motor activities on the development of environmental awareness from the perspective of physical education teachers in Ecuadorian educational institutions. A qualitative approach with a phenomenological design was adopted. Semi-structured interviews were conducted with 54 physical education teachers from 14 educational institutions across different provinces of Ecuador between January and February 2026. Data were analyzed through thematic coding using Atlas.ti 9.0 software. The findings revealed four main categories: teachers recognized the pedagogical value of environmental contextualization in motor activities; the integration of natural environments into physical education classes significantly increased students’ sensitivity toward ecological issues; institutional barriers limited the implementation of sustainable practices; and teacher training programs lacked systematic content on environmental education applied to physical education. It was concluded that contextualized motor activities constitute an effective pedagogical strategy for fostering environmental awareness when they are systematically planned, supported by institutional policies, and incorporated into teacher professional development programs.
Copyright (c) 2026 Jeferson Marcelo Grijalva Rosero , Álvaro Alexander Viteri Terán , Fanny Sorayda Viteri Terán , Jhonny Marcelo Narváez Valdiviezo , Juan Pedro Bonilla Betancourth , Nelson Fernando Ramon Calvache https://creativecommons.org/licenses/by-nc-nd/4.0
The Effect of Rhythmic Activities on Coordination and Temporal Awareness in School-Aged Children
The lack of systematic assessment of coordination and timing, combined with the limited incorporation of rhythmic activities, leads to difficulties in acquiring basic motor skills. The objective of the study was to determine the effect of rhythmic activities on coordination and timing in third-grade boys and girls at a public school in the municipality of Medellín (Colombia). This was a quantitative study with a quasi-experimental design and convenience sampling (n=63). A sociodemographic profile, the CPM battery validated for Colombian schoolchildren, and a teaching unit of rhythmic activities were used. Data were processed using statistical software such as SPSS 28 and Jamovi 2.3.28. It was found that the experimental group, which participated in rhythmic activities, improved its levels of coordination and timing (p<0.05). Similarly, the control group, which participated in the regular physical education class, improved general dynamic coordination, hand-eye coordination, and foot-eye coordination, but did not manage to surpass the performance levels in timing (p=0.392). In conclusion, the instructional unit on rhythmic activities proved effective in strengthening both abilities; therefore, its implementation as a cross-curricular component in physical education class planning is recommended.
Copyright (c) 2026 Jeisson Casas Ospina, Caterine Andrea Ardila Vidales, María Camila Vélez Sepúlveda, Juan José Cuervo Zapata https://creativecommons.org/licenses/by-nc-nd/4.0
Effects of Maximal Strength Endurance Training on Grip Strength in LDC Guano Judokas
Grip strength is a key physical capacity in judo due to its influence on opponent control, technical execution, and competitive performance. The aim of this study was to analyze the effects of a maximal strength endurance training program on grip strength in pre-juvenile judokas from the Guano Cantonal Sports League. A quasi-experimental design was employed with baseline, intermediate, and final assessments over a 16-week intervention period. The sample consisted of 20 athletes aged 15 to 17 years who participated in a structured training program with progressive loads aimed at strengthening the muscles of the hands and forearms. Grip strength was assessed using hand dynamometry following a standardized protocol. The findings revealed an increase in grip strength in both the dominant and non-dominant hands, with improvements exceeding 16% between the initial and final assessments. A sustained upward trend was also observed throughout the intervention period. It was concluded that maximal strength endurance training was an effective strategy for improving grip strength in pre-juvenile judokas, contributing to the development of sport-specific physical performance in this discipline.
Copyright (c) 2026 Natalie Marina Ramos Castro , Gregory Peter Santa María Romero https://creativecommons.org/licenses/by-nc-nd/4.0
Project-Based Learning to strengthen accounting technical skills in Technical High School
Accounting education in the Ecuadorian Technical Baccalaureate shows a predominance of traditional methodologies that limit the development of technical competencies. Previous studies reveal difficulties in the practical application of knowledge and in the formation of skills required in the workplace. The objective was to analyze the contribution of Project-Based Learning as a teaching strategy for strengthening accounting technical competencies in third-year students of the Technical Baccalaureate in Accounting. A mixed-method approach with a quantitative predominance was applied, using a non-experimental descriptive and field design. Thirty-five students and one teacher from the mentioned grade participated; surveys, interviews, and observation were used as techniques, validated through Aiken’s V, along with descriptive and content analysis. The results show low application of active methodologies, moderate competency levels, and a positive assessment of PBL. A didactic proposal aimed at strengthening accounting technical competencies was designed and validated. It is concluded that Project-Based Learning is an appropriate strategy to strengthen accounting technical competencies, offering a structured methodological alternative that improves teaching and responds to the demands of the labor environment.
Copyright (c) 2026 Ximena Alexandra Achote Guanotasig , Cecibel Deyanira Apunte Ortega, Mireya Stefanía Zúñiga Delgado , Mireya Gioconda Delgado Chavarría https://creativecommons.org/licenses/by-nc-nd/4.0
National Fitness Sector Trends Survey 2026: The Case of Colima, Mexico
The fitness sector has consolidated itself as a field closely linked to health and wellbeing. Since 2006, the American College of Sports Medicine (ACSM) has led the Worldwide Survey of Fitness Trends, replicated in Mexico since 2020 and in Colima since 2025. The objective was to identify fitness sector trends in Colima for 2026 and their continuities with respect to 2025. A total of 166 professionals from the sector participated across the 10 municipalities of Colima (99 men, 65 women, one non-binary, and one who preferred not to declare). The study employed a quantitative, descriptive, and cross-sectional design. The Mexican version of the instrument was administered via Google Forms, comprising 56 trends rated on a 10-point Likert scale (α = 0.979; KMO = 0.929). Data analysis was conducted in SPSS v25 and included descriptive statistics (mode and mean). The three highest-rated trends for 2026 were weight management exercise (M = 9.17), traditional strength training (M = 9.16), and youth athletic development (M = 9.05). In conclusion, the Colima fitness sector maintains a sustained interest in trends oriented toward weight control, strength development, the use of technological tools, and lifestyle medicine and mental health.
Copyright (c) 2026 Ciria Margarita Salazar C., Isela Guadalupe Ramos Carranza, Pedro Julián Flores Moreno, Lenin Tlamatini Barajas Pineda, Adriana Isabel Andrade Sánchez , Lino Francisco Jacobo Gómez Chávez, Jorge López-Haro https://creativecommons.org/licenses/by-nc-nd/4.0
Scale of perceived teaching competence in Physical Education: structural validation and factorial invariance
This study aimed to develop and examine the structural validity and measurement invariance of a scale designed to assess perceived teaching competence in Physical Education among Mexican secondary school students. The instrument was developed through the adaptation and contextual expansion of the Evaluation of Teaching Competencies Scale (ETCS) (Catano & Harvey, 2011). Two independent studies were conducted. Study 1 included 320 students aged 12–15 years (M = 13.22, SD = 0.969), whereas Study 2 involved 598 students aged 12–15 years (M = 13.27, SD = 0.915). An exploratory factor analysis using Maximum Likelihood extraction and Varimax rotation was performed, followed by a confirmatory factor analysis. The analyses resulted in a 10-item unidimensional model with acceptable fit indices (χ²/df = 2.510, CFI = .972, RMSEA = .069) and strong internal consistency (α = .92, ω = .92). The unidimensional structure was confirmed in Study 2 (χ²/df = 4.590, CFI = .964, RMSEA = .078), maintaining adequate reliability (α = .92, ω = .92). Measurement invariance across sex and grade level was supported. The findings indicate that the scale provides a psychometrically robust measure of perceived teaching competence in Physical Education within the Mexican educational context.
Copyright (c) 2026 Perla Jannet Jurado-García, Susana Ivonne Aguirre Vásquez, Víctor Hugo López Trujillo , Ramón Alfonso González Rivas https://creativecommons.org/licenses/by-nc-nd/4.0
Management strategies for improving the organizational climate in a private educational institution in Cuenca, Ecuador
In educational institutions, organizational climate constitutes a determining factor for coexistence and teacher performance, although its understanding remains limited. The objective of this study was to analyze the influence of school leadership management on the organizational climate of a private educational institution in Cuenca, Ecuador, in order to design improvement strategies. A qualitative approach was employed, under an interpretive paradigm and a case study method, with eleven key informants. Data were collected through semi-structured interviews, participant observation, and documentary analysis, and were triangulated through emerging categories. The results showed a gap between normative principles and their appropriation in everyday dynamics, with weaknesses in communication and fragmentation across levels, despite strengths in institutional leadership and mutual respect. Based on these findings, strategies were designed around three axes: assertive communication, participatory leadership, and integration across levels. It is concluded that school leadership management has an ambivalent influence on organizational climate, making the effective appropriation of institutional normative principles essential for its strengthening.
Copyright (c) 2026 Daniela Alexandra Duchi Gutama , Luis Leonardo Zambrano-Vacacela https://creativecommons.org/licenses/by-nc-nd/4.0
Teaching strategies for the development of cognitive skills in Language and Literature in the third year
The development of cognitive skills in Language and Literature constitutes a relevant process for strengthening comprehension, expression, attention, memory, thinking, and creativity in Basic General Education. The objective of the study was to design didactic strategies for the development of cognitive skills in Language and Literature in the third year at Alonso de Mercadillo Educational Unit. The research was conducted under a mixed-methods approach, with a qualitative predominance and quantitative support, a descriptive-propositional scope, and a sequential design. Theoretical methods such as the historical-logical method, systematization, and modeling were used, as well as empirical methods through a classroom observation guide and teacher interviews. The population consisted of 18 third-year students, aged 7 to 8, and two teachers from the area. The results showed difficulties in attention, memory, reading comprehension, oral expression, written expression, active listening, critical thinking, and creativity. Based on the diagnosis, a proposal of contextualized didactic strategies was designed, and a partial validation was carried out in educational practice. It was concluded that the proposal constitutes a relevant alternative to guide the development of cognitive skills through the specific practices of Language and Literature.
Copyright (c) 2026 Livia Carolina Abad Aponte, Carlota Viviana Chalco Espinosa , Yadyra de la Caridad Piñera Concepción, Elizabeth Esther Vergel Parejo https://creativecommons.org/licenses/by-nc-nd/4.0
Psychopedagogical strategies for the development of autonomy in young people with Down syndrome
Globally, individuals with Down syndrome demonstrate a lifelong dependence on their families for personal, social, and educational development due to a lack of training programs. This study aimed to analyze the needs, limitations, and psychoeducational strategies used by caregivers of young people with Down syndrome in the province of Santa Elena to inform the design of a proposal focused on strengthening personal and social autonomy. The study employed a pragmatic paradigm and a sequential explanatory mixed-methods approach, with a non-experimental, descriptive, cross-sectional design. A diagnostic survey was administered to 56 caregivers, and the results showed that 100% expressed a need for training on strategies; these results served as the basis for the design of the qualitative phase. The findings from the interviews, analyzed through thematic analysis in Atlas.ti, revealed that autonomy has achieved significant progress within the home, while remaining limited in the social and educational spheres. The study concludes that there is a gap in training, which supports the need to design psycho-pedagogical strategies aimed at caregivers, with this diagnosis serving as empirical support for future research.
Copyright (c) 2026 Roxana Annabelle Teran Valverde, Sara Nila Yagual Rivera https://creativecommons.org/licenses/by-nc-nd/4.0
Diagnostic Study on the Implementation of Inclusive Education in Public Schools of Educational District 08-09 of Tamboril, Dominican Republic
In the context of the contemporary challenges facing educational systems, inclusive education was established as a fundamental approach to addressing diversity and ensuring equitable learning opportunities. The objective of this study was to analyze the level of implementation of inclusive education in public schools within Educational District 08-09 of Tamboril, Dominican Republic. The research adopted a quantitative approach with a non-experimental, cross-sectional, and descriptive design. The sample consisted of 20 public schools in which a structured instrument comprising 40 dichotomous (yes/no) items was administered. The instrument was organized into five dimensions: institutional management, accessibility, learning, classroom management, and social and community inclusion. Data were analyzed using descriptive statistics. The results revealed progress in institutional management and family participation; however, they also identified limitations in the registration and monitoring of students with special educational needs, access to assistive technologies, the availability of specialized resources, and the adequacy of spaces for early stimulation. It was concluded that, despite these advances, structural and pedagogical challenges remained, requiring further attention to strengthen inclusive education based on quality and equity while providing evidence to support decision-making and the design of improvement strategies.
Copyright (c) 2026 Antonia Pérez-Marte, Wanda Marina Román Santana https://creativecommons.org/licenses/by-nc-nd/4.0
Neuropsychological Assessment in Autism Spectrum Disorder: A Case Study in Early Childhood
This research aims to comprehensively evaluate the neuropsychological functioning of a five-year-eleven-month-old child diagnosed with Autism Spectrum Disorder (ASD), in order to characterize his cognitive, communicative, socioemotional, and adaptive profile, identify specific strengths and needs, and provide guidance for the design of individualized interventions. The study adopted a mixed-methods approach with a qualitative predominance, a descriptive scope, and a non-experimental, cross-sectional single case study design. Three standardized instruments were administered: the Childhood Autism Rating Scale, Second Edition (CARS-2), and the Developmental Profile 3 (DP-3), complemented by a semi-structured clinical interview and direct behavioral observation. Results reveal a profile characterized by predominant impairment in the sociocommunicative domain, severe global developmental delay across all assessed areas, and low-intensity restricted and repetitive behaviors. Strengths were identified in aspects of social enjoyment and flexibility in response to structured routines. The findings underscore the relevance of a multi-instrument approach for the functional characterization of ASD in early childhood and contribute contextualized evidence on neuropsychological assessment in the Dominican Republic, a field with limited local scientific production.
Copyright (c) 2026 Olga Santana Del Rosario, Wanda Marina Román Santana https://creativecommons.org/licenses/by-nc-nd/4.0
Factors affecting the academic production in Physical Education teachers
Academic output by physical education teachers is a key element for professional development and the improvement of educational practice; however, in pre-university contexts, a limited generation of scientific products is evident. Within this framework, the study aimed to analyze the factors that influence the academic output of teachers in Educational District 02-05 San Juan Este during the 2025–2026 school year. A quantitative approach was used, with a non-experimental, descriptive design, working with a convenience sample of 20 teachers. A 14-item Likert questionnaire, validated using Aiken's V (0.99) and with a Cronbach's alpha reliability of 0.729, was administered, and the data were analyzed using descriptive statistics in SPSS. The results show average levels of research competence, institutional support, and a moderate perception of workload; however, reported academic output remains at low levels. In summary, the findings allow us to describe that academic production in this context is configured from multiple conditions that coexist in teaching practice, where, despite the existence of a willingness towards research, this does not frequently translate into concrete products.
Copyright (c) 2026 Elixandra Cuevas De Los Santos https://creativecommons.org/licenses/by-nc-nd/4.0
Administrative Management and Institutional Autonomy under Conditions of Regulatory Overload
Administrative management in educational institutions subjected to extensive and overlapping regulatory frameworks may generate operational difficulties, administrative ambiguity, and limitations on institutional autonomy, affecting organizational capacity and decision-making processes within educational centers. The objective of the study was to analyze the relationship between administrative management and institutional autonomy in a private educational institution in the city of Quito. The research was conducted under a quantitative approach using a pre-experimental pretest-posttest single-group design. The sample consisted of 30 participants, including administrators, administrative staff, and teachers. The results showed increases in the mean scores of the dimensions associated with administrative management and institutional autonomy after the organizational intervention. Differences were identified between the pretest and posttest results, as well as a positive correlation between both variables. It is concluded that strengthening administrative processes related to regulatory clarity, institutional organization, and internal management contributes positively to the perception of institutional autonomy and decision-making capacity in educational contexts characterized by regulatory overload.
Copyright (c) 2026 Pablo Andres Lopez Puga, Andrea Gabriela Ponce Pérez, Diana Lizbeth Tonato Quimbita, Milton Alfonso Criollo Turusina https://creativecommons.org/licenses/by-nc-nd/4.0
The training of health professionals in response to the challenges of teaching through artificial intelligence
Artificial intelligence (AI) poses pedagogical challenges of particular relevance in the training of health professionals. The objective of this research was to explore the perceptions of university faculty in the health sciences regarding the challenges and opportunities of AI in teaching-learning processes in Ecuadorian universities. The study used a qualitative approach with an interpretive phenomenological design. Semi-structured interviews were conducted with 15 faculty members from health-related programs at four universities in Ecuador between February and April 2026. The analysis was carried out through thematic coding using Atlas.ti 23. Four categories emerged: (1) opportunities of AI in clinical teaching; (2) ethical and epistemological tensions; (3) gaps in faculty continuing education; and (4) proposals for curricular integration. Participants acknowledged the potential of AI to personalize learning and support diagnostic reasoning, but expressed concerns about technological dependence and the privacy of clinical data. It was concluded that the integration of AI into the training of health professionals requires a deliberate pedagogical approach, the strengthening of faculty digital competencies, and specific institutional ethical frameworks.
Copyright (c) 2026 Katherine Jazmín Gaibor Veloz , Diana Ivonne Castro Córdova , Belén Estefanía Albán Manzano , Judy Sayda Solórzano Sandoval , Osorio Gavilanes Alexandra Elizabeth https://creativecommons.org/licenses/by-nc-nd/4.0
Didactic methodologies in dance teaching in Physical Education: analysis of practices and tensions in Ecuadorian teacher training
Dance instruction in Physical Education was considered relevant because of its relationship with body expression, interaction, and the pedagogical organization of learning. The study aimed to characterize the didactic methodologies and theoretical-methodological foundations valued by Physical Education teachers for the teaching and learning of dance content in the Metropolitan District of Quito. A quantitative, descriptive, non-experimental, cross-sectional study was conducted with 108 teachers selected through non-probability convenience sampling. An ad hoc structured questionnaire was administered, validated through expert judgment, and showed an internal consistency of 0.84. Data were processed using descriptive statistics in SPSS version 26. The results showed greater acceptance of the play-based methodology from games to dance, at 77.8%, followed by the theoretical-practical workshop, at 73.1%, and cooperative learning and active techniques, at 72.2% each. Among the theoretical-methodological foundations, techniques reached 73.2% and methods 73.1%. It was concluded that teachers mainly valued playful, practical, and cooperative alternatives, together with operational components of teaching, which indicated the need to strengthen the articulation among models, methods, techniques, and didactic organization.
Copyright (c) 2026 Edison Fabián Analuisa Analuisa, Marlene Margarita Mendoza Yépez , Cristina Paola Cáceres Sánchez , Giovanny Capote Lavandero , Jorge Luis Mateo Sánchez , Vanessa Alexandra Castillo Castillo https://creativecommons.org/licenses/by-nc-nd/4.0
Active Breaks and Math Performance in Elementary School: A Quasi-Experimental Study of Fifth-Grade Students
Low achievement in mathematics in elementary school calls for innovative teaching strategies that promote attention, working memory, and meaningful learning. In this context, active breaks are proposed as a brief intervention with the potential to improve academic performance. The objective of the study is to evaluate the effect of an active break program on academic performance in mathematics—specifically in number sequences, basic operations, and place value—among fifth-grade students in General Basic Education. A quantitative, quasi-experimental study was conducted using a pretest-posttest design with a control group. Sixty-two students from Guayaquil participated, divided into an experimental group and a control group, with 31 students in each. The intervention consisted of implementing active breaks during eight weeks of mathematics classes. A 10-item test validated by experts was used. The experimental group obtained higher scores in basic operations (4.03 vs. 3.19), place value (2.87 vs. 2.06), and overall performance (8.87 vs. 7.12), with significant differences (p < .001), although not in number sequence. Active breaks promote specific dimensions of mathematical learning and constitute a feasible, low-cost strategy applicable in elementary education.
Copyright (c) 2026 Javier Gabriel Huacon Bueno, María Alexandra Villamar Macias , Ángel Freddy Rodríguez-Torres, Elizabeth Esther Vergel-Parejo https://creativecommons.org/licenses/by-nc-nd/4.0
Relationship between CrossFit practice duration and self-reported low back pain in amateur athletes
CrossFit is a high-intensity, constantly varied training modality that has gained widespread popularity. Concerns have emerged regarding its association with musculoskeletal pain, particularly low back pain. However, current evidence does not consistently demonstrate a relationship between duration of practice and low back pain.This study investigated the association between duration of CrossFit practice and self-reported low back pain, as well as related functional disability measured by the Oswestry Disability Index (ODI), in amateur athletes. A cross-sectional, quantitative design was conducted with 75 participants (52% men; predominantly aged 30–39 years). Participants completed the ODI and reported their duration of practice in months. Statistical analyses included descriptive statistics, the Shapiro–Wilk test, and Spearman’s correlation coefficient (p < 0.05).The mean duration of practice was 34.6 months (SD = 24.1). ODI scores indicated low functional disability (median = 0%; mean = 5.5%). No significant correlation was found between duration of practice and ODI scores (r = 0.10; p = 0.669). Low back pain was reported by 28% of participants. These findings suggest that duration of practice is not associated with low back pain or related disability, indicating that other factors may be more relevant.
Copyright (c) 2026 Filipe Gubert Zanrosso, Leonardo de Jesus Hernandez Cruz , Germana Borghetti Zanrosso https://creativecommons.org/licenses/by-nc-nd/4.0
Experiences of older adults in the Viviendo Plenamente educational program at a health center in Guayaquil
Population ageing increased the need to develop educational programs that promote autonomy, self-care, social participation, and well-being among older adults. The study aimed to analyze the experiences of participants in the Viviendo Plenamente educational program, implemented at a Type C health center in Guayaquil. A quantitative, non-experimental, descriptive, and cross-sectional study was conducted. Records and responses from a satisfaction survey administered to 13 women aged 65 to 86 years were analyzed. The data were processed using frequencies, percentages, and descriptive statistics. The results showed favorable assessments of the activities, the staff’s treatment and support, the provision of materials, and the fulfillment of participants’ expectations. Social interaction was one of the most highly valued aspects, whereas the limited size of the physical space was identified as the main difficulty. It was concluded that the program achieved a high level of acceptance and fostered meaningful educational and social experiences. Its continuation should preserve close staff support and group activities, while improving the physical conditions and extending the evaluation to a more diverse population.
Copyright (c) 2026 Marcia Melendez Espinoza, Carlos David Sánchez Castro , Mayra Bajaña Pinela , Sandy Belem Ortiz Menéndez , Merlyn Cecibel Villegas Ligua https://creativecommons.org/licenses/by-nc-nd/4.0