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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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.
Efectos de la aplicación de la Gamificación para la enseñanza del inglés a estudiantes con discapacidad intelectua
(Universidad de Cuenca. Facultad de Filosofía, Letras y Ciencias de la Educación, 2025-10-13) Arévalo Chacha, Ximena Alexandra; Estrada García, Alex Darío
Teaching English to students with intellectual disabilities presents a challenge for teachers due to the difficulties that this population faces, such as problems in literacy and knowledge retention. These characteristics complicate the learning process. In this context, the general objective of this research is to apply Gamification as an active methodology for the learning of English of third year high school students with intellectual disabilities in the Unidad Educativa Especial Agustín Cueva Tamariz. An action-research methodology was used, combining quantitative and qualitative approaches, allowing for a comprehensive evaluation of the effectiveness of gamification in the teaching process. Techniques such as document review, observation, and test were used. Through the implementation of gamified activities, the aim was to encourage student participation and motivation and to promote their cognitive and social development in an inclusive environment. The results obtained show that the application of gamification for teaching English to students with intellectual disabilities increases interest, improves attention and participation of students. However, it is essential to consider that not all students respond to this methodology in the same way; those with greater difficulties require constant support and differentiated strategies that address their individual needs. This research underlines the importance of further developing and adapting active methodologies to ensure that all students can benefit from inclusive learning.
Aprendizaje Basado en Proyectos como una Estrategia Didáctica que Fomenta una Cultura Inclusiva de un grado de Educación Básica de la Unidad Educativa Dewey
(Universidad de Cuenca. Facultad de Filosofía, Letras y Ciencias de la Educación, 2025-10-08) Bermeo Sinchi, Mónica Alexandra; López Jaramillo, María Gabriela
This study addresses the issue of the persistence of gender stereotypes in pedagogical practices, despite efforts to promote an inclusive culture in the classroom. The general objective was to analyze the implementation of Project-Based Learning (PBL) as a teaching strategy that promotes an inclusive culture with gender equity within the educational community of a grade level at Dewey Educational Unit. The methodology adopted in this research was an inductive-narrative case study with a qualitative approach and an interpretive paradigm, aimed at understanding the teacher’s pedagogical practices and their impact on the inclusive culture in the classroom. The research was conducted in a basic education classroom at Dewey Educational Unit by analyzing Ariel’s (pseudonym) case as the teacher in charge of the target classroom. The results revealed a duality in which the teacher, Ariel, theoretically promotes inclusion; however, in practice, gender stereotypes continue to be perpetuated. Leadership roles were assigned to boys, while support tasks were given to girls, reflecting a disconnect between theoretical knowledge and daily teaching practice. In response to these findings, it is concluded that, in order to achieve the objective of fostering an inclusive and equitable culture, it is essential to strengthen the implementation of PBL as a teaching strategy, as it encourages the active and collaborative participation of all students, contributes to reducing gender stereotypes, and supports the development of an inclusive educational community.
Factores asociados al desarrollo de habilidades blandas en docentes universitarios de Loja, Ecuador
(Universidad de Cuenca, 2025-09-26) Zhanay Ramón, Anghela Gabriela; Abad Célleri, Mónica Patricia
This study analyzes the factors influencing soft skills development among university professors in Loja, Ecuador, considering the crucial role of these skills in improving professional teaching practices and educational environments. In a context where technical- academic training predominates, the study aims to highlight personal, contextual, and institutional elements that either promote or hinder the development of these essential skills. The objective was to analyze and identify the factors associated with such development among university faculty. A mixed-methods approach, with a non-experimental, cross- sectional, descriptive design was employed. A validated survey was used to collect quantitative data, while a semi-structured interview, for the qualitative component. The results show that, although professors perceive themselves as highly competent in leadership, teamwork, and effective communication, there are significant variations in self-assessment. Also, barriers such as stress, work overload, and lack of institutional policies are identified. On the other hand, self-education, collaborative work, and emotional support stand out as facilitators for the development of soft skills. The study concludes that university professors' soft skills refining requires coordination between training processes, institutional strategies, and personal conditions, which are essential for consolidating a comprehensive and humanistic teaching practice in line with the contemporary challenges of higher education.
Desafíos para la enseñanza de la lectura crítica: un acercamiento etnográfico a la práctica docente en el bachillerato ecuatoriano
(Universidad de Cuenca, 2025-09-24) Carchipulla Pandi, Maritza Jacqueline; Martínez Ortega, Francisco Javier
The Ecuadorian official curriculum includes training objectives related to reading and criticality; however, some reading indicators with standardized tests show that students barely achieve basic reading comprehension skills, below the demands of critical reading. This work adopted the objective of analyzing how critical reading is taught in high school classrooms, acknowledging the role of teachers as mediators between the educational objectives and students' learning outcomes. Following a theoretical framework that conceives reading and teaching as social practices, an ethnographic approach was carried out with eight language and literature teachers, comprising participant observation in classrooms, interviews, and the collection of teaching plans and student products. The data analysis consisted of coding and categorization following an inductive logic. The results expose a gap between curricular objectives and teaching practices: the teachers provided limited learning experiences to foster students' criticality. In addition, teachers' conceptions of criticality were also limited, reducing it to the ability to argue, understand a text, make judgments or opinions, or engage in literary review. Finally, it is argued that students' reading performance is due to limited teaching and that this could be strengthened by means of a pedagogical theory that guides teachers in the promotion of critical reading: critical literacy.
Implementación de modelos de inteligencia artificial generativos para fomentar la creatividad en niños de Educación Básica
(Universidad de Cuenca, 2025-09-08) Galindo Durán, Tania Lisseth; Quizphi Salamea, Adriana Lucía
This research explores the implementation of Artificial Intelligence models to foster creativity in elementary school students. This study addresses the issue of creative limitations in traditional educational settings, identifying true needs. The research was conducted with sixth-grade students and teachers at a private school in the city of Cuenca, Ecuador. A mixed-methodological approach and exploratory scope were used. The main objective is to evaluate the impact of generative AI models on students' creative development by determining prior knowledge, selecting and implementing appropriate AI models, and evaluating their effectiveness in creative activities and planning. Pre- and post-test questionnaires were administered throughout the intervention, allowing the quantification of the educational impact and progression in the subjects. Design Thinking is the main methodology used, which is based on creative activities to foster collaboration and solve problems through divergent thinking. The study's significance lies in its contribution to the field of educational innovation in Ecuador. The research seeks to establish precedents for the appropriate integration of AI in educational settings. The findings could inform future implementations of educational technologies and contribute to the development of innovative methodologies that respond to the educational needs of the 21st century.

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