Facultad de Filosofía, Letras y Ciencias de la Educación Tesis Maestrías

Permanent URI for this collectionhttps://dspace-test.ucuenca.edu.ec/handle/123456789/180

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Uso de WhatsApp y expresión oral: Percepciones de futuros profesores de inglés
(Universidad de Cuenca. Facultad de Filosofía, Letras y Ciencias de la Educación, 2026-07-15) Barazarte Barroso, Alberto Alexis; Ortega Auquilla, Diego Patricio
This study examines the perceptions of pre-service teachers regarding the use of WhatsApp to promote speaking skills. A sequential explanatory mixed-methods approach was employed, involving a non-experimental survey of 110 students and two focus groups with a total of 12 students from a public university in Ecuador. The data obtained from the focus groups were analyzed using MAXQDA software. The findings revealed WhatsApp’s potential for learning and reinforcing English vocabulary, as well as the importance of self-correction, error reduction, and pauses as aspects of speaking skills linked to coherence, cohesion and fluency. Additionally, the students highlighted a preference for audio messages for practicing oral expression, as well as the importance of learner agency as a key factor in improving confidence, motivation, pronunciation, and oral expression practice. These results have implications for teaching practice, teaching methods, and instructional design based on mobile-assisted language learning.
Percepciones docentes sobre los resultados de las pruebas Ser Estudiante (2022-2023) en Lengua y Literatura: Implicaciones pedagógicas para mejorar el rendimiento académico
(Universidad de Cuenca. Facultad de Filosofía, Letras y Ciencias de la Educación, 2026-07-30) Velecela Sotamba, Mirian Johanna; Auquilla Díaz, Juan Fernando
In the Ecuadorian context, the Ser Estudiante (SETS) tests for the 2022-2023 period in the area of Language and Literature have shown negative results, as a high percentage of students do not reach the established basic achievement levels, especially in the Elementary, Middle, and Higher Basic levels. This article aimed to analyze the perceptions of Language and Literature teachers regarding the results of the 2022-2023 Ser Estudiante tests, with the purpose of identifying pedagogical implications that could contribute to improving students' academic performance. A mixed-methods approach (qualitative and quantitative) was applied, using a survey of 50 teachers and semi-structured interviews with 10 of them. The results indicate that the Ser Estudiante tests are a mechanism for analyzing educational quality and allow for decision-making aimed at continuous improvement. It is concluded that the Ser Estudiante tests represent an important tool that contributes to educational quality, and their impact on teaching practice is significant, but it is limited by the lack of teacher training, so it is recommended to strengthen teacher training and promote the use of active methodologies that allow the development of communicative skills from initial levels.
Concepciones sobre educación inclusiva en estudiantes del último ciclo de la carrera de Educación Básica: un estudio de caso múltiple
(Universidad de Cuenca. Facultad de Filosofía, Letras y Ciencias de la Educación, 2026-07-06) Duchitanga Duchitanga, Luis Alberto; Arciniegas Sigüenza, Martha Liliana
This study explores the conceptions of students in the final cycle of the Basic Education degree program at a university university, with the aim of contributing, through their analysis, to the strengthening of initial teacher education from an inclusive perspective. The research was developed using a qualitative descriptive approach through a multiple case study design. Semi-structured interviews were used as the main data collection technique. The results show that although future teachers demonstrate a certain degree of affinity with statements related to inclusion and are aware that educational institutions should welcome all students, a traditional perspective on issues such as disability and specific educational needs still persists. A discrepancy was also identified between the theoretical discourse on inclusion and its practical understanding, revealing limitations in the development of inclusive pedagogical competencies. Therefore, it is inferred that profound changes in conceptions, beliefs, and teaching practices must be addressed during initial teacher education in order to promote an inclusive, participatory, and contextualized education aligned with the current demands of the Ecuadorian educational system.
INNOVACIÓN PEDAGÓGICA EN CONTEXTOS PENITENCIARIOS: PERCEPCIONES DOCENTES Y PRÁCTICAS EDUCATIVAS EN EL CRS AZUAY No 1
(Universidad de Cuenca. Facultad de Filosofía, Letras y Ciencias de la Educación, 2026-06-19) Nugra Plasencia, Ilda Rosario; Bernal Reino, Juan Carlos
Education in penitentiary contexts represents a pedagogical, ethical, and social challenge that demands a profound redefinition of the teaching role, due to the conditions of vulnerability, restriction, and emotional diversity that characterize these spaces. The present study aimed to analyze teachers’ perceptions of their role and its impact on pedagogical practice at the Azuay Social Rehabilitation Center No. 1. The research was framed within a qualitative thematic-interpretive approach and was conducted through semi-structured interviews with teachers working in the penitentiary education system. The analysis process included open coding, categorization, and a contextualized interpretation of the participants’ discourses. The results show that teachers conceive their role beyond the transmission of academic content, positioning themselves as agents of comprehensive education who integrate academic, human, ethical, and socio-emotional dimensions aimed at the rehabilitation and social reintegration of persons deprived of liberty. Likewise, pedagogical practices characterized by curricular flexibility, methodological adaptation, and the prioritization of meaningful learning were identified, with the use of active methodologies such as the ERCA model standing out. Nevertheless, structural, regulatory, and resource-related limitations that condition the development of educational practice were also evidenced. It is concluded that, despite these limitations, teachers implement innovative pedagogical strategies grounded in an ethic of care, respect for human dignity, and formative accompaniment, thereby positioning penitentiary education as a space of possibility for personal and social transformation.
EFL pre-service Teachers Identity Construction: Exploring Influencing Factors
(Universidad de Cuenca. Facultad de Filosofía, Letras y Ciencias de la Educación, 2026-05-13) Anguisaca Pugo, Sthefany Carolina; Argudo Serrano, Juanita Catalina
This study employs a sequential explanatory mixed-methods study of the construction of professional identity among EFL pre-service teachers. The study aimed to analyze the factors that influence identity construction during teacher training programs. Quantitative data were collected using a questionnaire completed by 72 students, followed by two focus groups (Group 1: seven participants, Group 2: eight participants) designed based on the quantitative results. The results show high scores across self-efficacy (M=3.99), teacher belief (M=4.39), career perception (M=4.26), and future perspectives (M=4.13) in the quantitative phase. The qualitative analysis revealed that pre-professional practicum, beliefs about teaching, and institutional support are relevant factors in the construction of professional identity. It is concluded that this process is dynamic and contextual and mediated by practical experiences and guided reflection in teacher training.
Educación y privilegio: percepciones de los socios en el Cuenca Tenis y Golf Club
(Universidad de Cuenca. Facultad de Filosofía, Letras y Ciencias de la Educación, 2026-03-30) Mejía Celdo, Angélica Belén; Arteaga Auquilla, María Teresa
This article examines how members of the Cuenca Tennis and Golf Club construct meanings around formal education in relation to professional success and social position, approaching education not only as an academic training process but as a symbolic device of legitimation and distinction in elite contexts. From a critical sociological perspective, the study problematizes the tension between meritocratic discourses that present education as the result of individual effort and the structural conditions of privilege that facilitate access to educational credentials, social networks, and labor opportunities. The research was conducted using a qualitative approach based on semi-structured interviews with Club members, which were analyzed through thematic categorization. This methodological strategy made it possible to explore the experiences, beliefs, and narratives through which participants assign meaning to formal education and its relationship with success. The findings show that education is simultaneously valued as a requirement for social legitimacy and as a resource articulated with social capital, family networks, and spaces of sociability. In addition, generational tensions emerge regarding the meaning of success: while views associated with status and the continuity of privilege persist, alternative perspectives incorporating values such as social responsibility, empathy, and self-realization also appear. The study concludes that, in the context of Cuenca, formal education continues to play a central role in the symbolic reproduction of privilege, while at the same time undergoing a process of resignification linked to cultural and generational transformations within local elites.
Análisis de la práctica pedagógica en la Fundación “Casa de Acogida Hogar de Jesucristo” desde el enfoque de la educación inclusiva
(Universidad de Cuenca. Facultad de Filosofía, Letras y Ciencias de la Educación, 2026-03-30) Urgiles Sarmiento, Joselin Juliana; López Jaramillo, María Gabriela
Inclusive education in contexts of vulnerability constitutes a complex challenge, as it requires simultaneously addressing the academic, socio-emotional, and integral development needs of students. In the case of children and adolescents (NNA) living in care centers, these demands intensify due to experiences of neglect, family separation, and situations of social risk, which directly affect their academic performance, emotional development, and socialization. This study focuses on analyzing how the pedagogical practices implemented at the “Casa de Acogida Hogar de Jesucristo” Foundation, located in the Borrero parish of the city of Azogues, influence the integral development of 20 NNA between the ages of 6 and 16, who have a background of orphanhood or come from dysfunctional families. For this purpose, a qualitative-narrative approach was adopted, combining participant observation and semi- structured interviews with teacher-tutors in order to deeply capture the experiences and perceptions of the actors involved. The results show that the institution applies inclusive pedagogical strategies; however, the limited availability of staff hinders individualized attention and restricts comprehensive support. Likewise, the absence of parental figures affects emotional support, self-esteem, and the active participation of NNA in the educational process. It is concluded that inclusive education in care contexts requires the integration of pedagogical and socio-emotional practices, as they allow for the achievement of comprehensive academic and socio-emotional development in minors. It is recommended to strengthen human resources and support programs, ensuring an inclusive educational environment that promotes the well-being and holistic development of NNA.
Leer y escribir relatos ecológicos a través de una secuencia didáctica: una propuesta para la concienciación medioambiental en 3ro. de Bachillerato
(Universidad de Cuenca. Facultad de Filosofía, Letras y Ciencias de la Educación, 2026-03-19) Vásquez Guaraca, Micaela Emperatriz; Washima Zhunio, Victoria Eugenia
In the current context, environmental awareness remains a challenge in education. This study proposes the development of a didactic sequence for the reading and writing of ecological stories, which promote environmental awareness in 31 students of third year of high school of the Salesian Private Educational Unit “María Auxiliadora”. The research problem arises from the need to design, implement and analyze didactic strategies that promote environmental awareness through literary reading and writing practices of the stories “Guasintón” by José de la Cuadra and “Mindo” by Edgar Allan García. The results show that the reading and writing tasks carried out by the students, as well as the proposed teaching actions, mobilized literary and ecological disciplinary contents. It is concluded that the reading and writing of ecological stories linked the aesthetic contents with the local ecological realities, generating a space for ethical reflection on the human-nature relationship.
Experiencias derivadas del personal terapéutico del centro “Desafíos” en la Inclusión de Estudiantes con TEA
(Universidad de Cuenca. Facultad de Filosofía, Letras y Ciencias de la Educación, 2026-03-12) Blacio Loaiza, Narcisa Katherine; Alcalá Aristimuño, Yralis Juanita
Inclusive education in Ecuador faces multiple challenges, particularly in addressing the needs of students with Autism Spectrum Disorder (ASD). Although there are regulations that promote inclusion, a gap persists between legislation and its effective implementation due to limited teacher training, scarce interdisciplinary collaboration, and institutional barriers.The aim of this study was to analyze the experiences of the therapeutic staff at the “Desafíos” center in their collaboration with teachers to implement inclusive educational practices. A qualitative, descriptive-interpretative approach was employed, using semi-structured interviews and focus groups conducted with speech therapists, occupational therapists, psychologists, and psycho- pedagogues experienced in school inclusion processes. Thematic analysis was conducted using ATLAS.ti software. The results reveal tensions in therapist-teacher relationships, resistance to change, perceptions of overload, and lack of training as the main barriers. At the same time, the shared experiences emphasized the importance of continuous communication, professional flexibility, and joint work focused on the student’s interests. In conclusion, the analysis of these experiences made it possible to highlight both the obstacles and the strategies therapeutic teams use to support teachers.
La formación docente en Educación Inicial: un análisis comparativo de los planes de estudio de las universidades de la zona 6, Ecuador
(Universidad de Cuenca. Facultad de Filosofía, Letras y Ciencias de la Educación, 2026-03-02) Cajamarca Morocho, Jessica Viviana; Trelles Zambrano, César Augusto
Teacher training in Early Childhood Education is a strategic pillar for ensuring high-quality teaching practices. This study aims to comparatively analyze the Early Childhood Education curricula of five universities located in Zone 6 of Ecuador: The Catholic University of Cuenca, the University of Cuenca, the University of Azuay, the National University of Education and the Salesian Polytechnic University. The research was conducted under the interpretive paradigm, with a mixed-methodological approach, which enabled triangulated documentary analysis of 211 courses distributed across the first and ninth academic cycles. An evaluation matrix was applied to obtain a comprehensive, comparative view of teacher training. It was validated using the Aiken V coefficient, with the participation of six Early Childhood Education experts. The results show a predominance of courses related to pedagogy, didactics, curriculum, and planning. Similarities were identified in the incorporation of content on inclusion, learning assessment, play, and the application of technologies to teaching. However, significant differences were observed in conceptual depth, the approach to emerging fields such as neuroscience, and the coherence between the theoretical foundations of Early Childhood Education and the expected professional competencies. In conclusion, while there has been progress in curricular structure, training gaps persist that must be addressed from a contextualized perspective aligned with international trends. This analysis provides relevant input for the redesign of training programs that strengthen the quality of education in teacher training.
Etimologías Grecolatinas y Conceptos de Ciencias Sociales en el Bachillerato
(Universidad de Cuenca. Facultad de Filosofía, Letras y Ciencias de la Educación, 2026-03-09) Sánchez Carchipulla, Hugo Andrés; Vásconez Carrasco, Fernando Marcelo
Teaching social science goes beyond the memorization of facts; it requires the assimilation of political, economic, and philosophical concepts. The teaching of Greco-Latin etymology fosters conceptual understanding and should be incorporated as a pedagogical resource. The aim of this study was to analyze the relationship between the teaching of Greco-Latin etymological vocabulary and the comprehension of second-order concepts in the field of Social Sciences within the Ecuadorian educational system, in order to provide a comprehensive view of the impact of such instruction on the learning process of these sciences. This research followed a longitudinal quasi-experimental design and was conducted with a sample of 141 third-year high school students. A pre-test was administered prior to the didactic intervention, and a post-test was applied afterward to measure the outcomes. The hypothesis (H1) posited that the post-test performance would be significantly higher than the pre-test performance, while the null hypothesis (H0) stated that there would be no difference at all. With a probability of error of less than 0.001, the post-test results were found to be significantly higher than the pre-test results. This indicates that students improved their performance after the didactic intervention; therefore, H1 is accepted.
Promoviendo la inclusión intercultural: estudio de caso de prácticas educativas dentro de la Unidad Educativa Particular Sudamericano
(Universidad de Cuenca. Facultad de Filosofía, Letras y Ciencias de la Educación, 2026-03-02) Bravo Arcos, Ivone Aracely; Collado Ruano, Javier
In order to evaluate institutional policy and pedagogical practices, and analyze teachers' and students' perceptions regarding intercultural inclusion at the «Unidad Educativa Particular Sudamericano», this research was developed using a qualitative approach, with an interpretive methodology and case analysis. Institutional documents that refer to the institution's policy were used, semi-structured interviews were conducted with teachers and students, and classroom observations were collected in observation guides. The results indicate that the intercultural approach is not adequately developed in institutional policy, which limits its application in teachers' educational practice. In addition, teachers' perceptions indicate that they recognize the value of interculturality in education, but fail to effectively incorporate it into their pedagogical practices. Meanwhile, exchange students report not feeling culturally included within the educational community. The study concluded that interculturality has not been mainstreamed into everyday education. It is urgent to strengthen institutional intercultural policy and establish strategies that allow for its application, enabling the construction of inclusive and respectful coexistence.
Factores asociados al consumo de sustancias psicoactivas que influyen en el rendimiento académico de los estudiantes de bachillerato en la Unidad Educativa José Peralta, provincia de Cañar, periodo 2024-2025
(Universidad de Cuenca. Facultad de Filosofía, Letras y Ciencias de la Educación, 2026-02-24) González Piña, Wilfrido Javier; Guerrero Quiroz, Enmanuel Isidoro
The study analyzed the risk factors associated with the consumption of psychoactive substances and their relationship with academic performance among high school students at the Unidad Educativa José Peralta (Cañar), during the 2024–2025 academic period. A quantitative approach was employed, with a non-experimental, descriptive–correlational, and cross-sectional design. The sample consisted of 283 students selected through proportional sampling by grade level. A sociodemographic questionnaire and the Drug Use Screening Inventory – Revised (DUSI-R) were applied. Data were analyzed using SPSS through descriptive statistics and Pearson correlations (after verifying normality with the Shapiro–Wilk test). The prevalence of substance use was 13.78%; among users, occasional use predominated (61.54%), followed by weekly use (35.90%) and daily use (2.56%). Regarding contextual factors, 39.93% reported having friends who use substances, and 28.98% indicated having used due to peer pressure. The Global Severity Index (GSI) of the DUSI-R was 2.46 (low severity), while the Behavioral Area (ASI = 2.72) and Psychiatric Disorders Area (ASI = 2.60) reached moderate severity, indicating impulsivity, emotional regulation difficulties, and concentration problems. Academic performance was mainly concentrated in the satisfactory (38.5%) and in-progress (30.7%) levels. No statistically significant correlations were found between the ASI/GSI and academic average (p > 0.05), suggesting independence in this sample characterized by low global severity. The recommendations emphasize strengthening protective factors through parent training programs, socio-emotional education (self-regulation, stress management), academic tutoring, and ongoing prevention campaigns, alongside the expansion of sports and cultural activities to foster healthy lifestyles.
Del aula tradicional al entorno virtual: Impacto de la realidad aumentada con GeoGebra en el estudio de poliedros regulares
(Universidad de Cuenca. Facultad de Filosofía, Letras y Ciencias de la Educación, 2026-02-17) Vintimilla Torres, Luis Andrés; Quezada Matute, Tatiana Gabriela
In Basic General Education, one of the main challenges is students’ difficulty in developing spatial visualization skills, particularly in the study of regular polyhedra, which limits the understanding of fundamental geometric concepts. This issue highlights the need to incorporate innovative methodologies that strengthen this ability. In this context, the present study aimed to analyze the impact of augmented reality, through the use of GeoGebra software, on the development of spatial visualization and the learning of regular polyhedra in a faith-based educational institution in the city of Cuenca, Ecuador. The research was conducted using a mixed-methods approach, descriptive in nature, with a cross-sectional, experimental, and exploratory design. The sample consisted of Basic General Education students, divided into an experimental group that used GeoGebra in a mobile learning modality and a control group that worked with traditional teaching methods. A pretest and a posttest were administered to both groups to assess academic performance. Additionally, semi- structured interviews were conducted with teachers, and the qualitative data were analyzed using the Taguette software through open coding and thematic categorization. Quantitative data were analyzed using the Shapiro–Wilk normality test. The results show significant improvements in the learning outcomes of students who used GeoGebra, as well as positive teacher perceptions regarding student motivation and participation. It is concluded that the implementation of GeoGebra as an augmented reality resource constitutes an effective pedagogical strategy to enhance spatial visualization and promote a constructivist approach to learning mathematics.
La etnomatemática como estrategia inclusiva para la enseñanza de las matemáticas del cuarto grado de EGB de una institución educativa rural
(Universidad de Cuenca. Facultad de Filosofía, Letras y Ciencias de la Educación, 2026-02-04) Quinde Sánchez, Wilmer Fernando; Auccahuallpa Fernández, Roxana
Ecuador has become a country characterized by a remarkable cultural and linguistic diversity, as mestizos, indigenous peoples, and people of African descent coexist there. In this sense, the current educational system seeks to promote student-centered approaches, considering their cultural and everyday environment. Based on this, this case study used inclusive methodologies based on ethnomathematics with fourth-grade elementary school children at a rural school. The findings indicated that incorporating environmental activities such as agricultural work fosters deeper and more equitable learning. Furthermore, collaborative work in the group encouraged peer exchange and appreciation for diversity within the educational environment. Consequently, beyond the question of what and how to teach, teachers must "know/do mathematics" based on the sociocultural diversity of the classroom and cultural practices, recognizing students' prior knowledge and understanding that there are multiple ways of doing, knowing, and learning mathematics.
Correlaciones entre las competencias digitales docentes y el comportamiento móvil del estudiantado: un análisis emparejado
(Universidad de Cuenca. Facultad de Filosofía, Letras y Ciencias de la Educación, 2025-12-11) Bernal López, Jenny Zoraida; Cabrera Ortiz, Freddy Patricio
This study explores the relationship between teachers' digital competencies and problematic mobile phone use among adolescent students, specifically in relation to nomophobia, defined as the irrational fear of being without mobile phone access. Using a relational design, a matched database was analyzed, including responses from 642 teachers and students from Ecuadorian public educational institutions. The results revealed that teachers' digital competencies are significantly associated with various manifestations of nomophobia among students. It was observed that the appropriate use of structured educational platforms by teachers, such as Moodle, tends to reduce problems related to students' excessive mobile phone use. Additionally, the identified patterns vary according to the educational level, showing that social mobile phone use predominates in early stages, while at higher educational levels, the mobile phone becomes a means of coping with academic stress. These findings highlight the importance of strengthening teacher training not only in technical aspects but also in critical and pedagogical management of digital technologies, with the aim of improving educational quality and students' overall well-being.
El sentido de la Educación Comunitaria Superior Intercultural Multilingüe. Un modelo pedagógico para la nacionalidad indígena Chachi, Esmeraldas 2024
(Universidad de Cuenca. Facultad de Filosofía, Letras y Ciencias de la Educación, 2025-11-24) Alvarez Lazo, Miguel Antonio; Flores Bonilla, Luis Germán
The objective of this study is to explore the significance for the Chachi nationality of implementing its own educational model, focused on higher community education within its territory. The research is conducted from a qualitative descriptive approach, using ethnography based on participant observation as the main methodology for data collection. It is supported by interviews with semi-structured questions directed at key informants: first- and fifth-year students at the Multilingual Intercultural University Institute, teachers, academic coordinators, and the president of the parish council. It is also complemented by photographic records, field diaries, classroom observation sheets, and a bibliographic and documentary review covering categories such as meaning, community education, Chachi history, and collective rights. Among the main findings, the need for an education system understood as a life project stands out, as does the questioning of formal education and the regular system as agents of acculturation and homogenization, as well as cultural and epistemological recovery. The study concludes that the self-education project for the Chachi nationality has significant political relevance in the context of collective rights. It seeks to recover, strengthen, and preserve the ancestral identity and culture in its territory, based on the principle and model of community education.
¿Qué, cómo y para qué leen los futuros docentes de Matemática y Física?
(Universidad de Cuenca. Facultad de Filosofía, Letras y Ciencias de la Educación, 2025-11-19) Matute Fárez, Katherine Pamela; Trelles Zambrano, César Augusto
This research analyzes the reading habits of university students enrolled in the Experimental Sciences Teaching program at the University of Cuenca, using a mixed-methods approach that combines quantitative and qualitative techniques. The study explores variables such as reading frequency and duration, types of materials read, reading preferences, motivation, attitudes, resource accessibility, and environmental influence. Data were collected through a questionnaire administered to 222 students and a focus group interview with a selected group. The results show a predominantly academic reading practice, limited leisure reading, and a strong influence of the educational and family context. It is concluded that although students recognize the importance of reading, their habits are conditioned by academic demands and access limitations. The discussion is framed within a sociocultural perspective on reading, which views this practice as a situated construction mediated by social, institutional, and personal factors.
La construcción del cuerpo y la sexualidad en los discursos y prácticas de los operadores de justicia
(Universidad de Cuenca. Facultad de Filosofía, Letras y Ciencias de la Educación, 2025-11-13) Mendoza Eskola, Juanita Catalina; Cáceres Feria, Rafael
The purpose of the investigation is to identify the categories through which various justice operators classify, visualize and value the bodies of trans people who participate in a judicial process; investigate how they stand before justice and how they react to the treatment they receive. I also intend to decipher the routes, routines and rituals of the judicial procedures in which trans people are immersed and analyze what are the consequences that these processes produce in them. The investigation is carried out in the Provincial Court of Justice of Azuay and in the Social Rehabilitation Center "Turi", in the city of Cuenca-Ecuador. From the selection of files –from the year 2008, when the National Assembly of Ecuador approved the Constitution that is in force, until the year 2019–, I develop a work oriented to the understanding of social action, seen as part of a cultural, dynamic context, in constitution and recomposition. This involves looking at the various actions carried out by judges, secretaries, lawyers, prosecutors, public defenders, citizens involved in the dispute, witnesses, police officers, administrative staff, general public, etc. in a selective, contextualized and positioned manner. in the courtrooms, in the pavilions and call centers of the jail and on the street, considered as scenarios where meaningful expressions are generated, shared and circulated.
El aprendizaje cooperativo como estrategia inclusiva en el proceso de enseñanza y aprendizaje de la Filosofía
(Universidad de Cuenca. Facultad de Filosofía, Letras y Ciencias de la Educación, 2025-10-16) Pando Peña, María Noemí; Estrada García, Alex Darío
Cooperative learning is presented as a potentially transformative strategy in the classroom by fostering collaboration among students and promoting a teamwork environment. The objective of this article is to understand cooperative learning as an inclusive pedagogical strategy to enhance the teaching and learning process of Philosophy in the Bachillerato General Unificado in Ecuador. The study responds to a qualitative approach; two techniques were used for data collection: observation and semi-structured interview. According to the results obtained, the researched strategy makes it possible to overcome traditional barriers in the teaching and learning process, such as communication among peers, limited participation in public debates or the lack of student integration in group tasks; likewise, through the adoption of cooperative learning, the teacher creates inclusive spaces where students feel valued and actively contribute to academic training.

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