Person:
Cabrera Ortiz, Freddy Patricio

Birth Date

1969-11-09

ORCID

0000-0002-7539-0985

Afiliación

Universidad de Cuenca, Cuenca, Ecuador
Universidad de Cuenca, Facultad de Filosofía, Letras y Ciencias de la Educación, Cuenca, Ecuador

País

Ecuador

Organizational Units

Organizational Unit

Facultad de Filosofía, Letras y Ciencias de la Educación

Esta facultad nació con la Universidad de Cuenca, el 18 de octubre de 1867. En su primera etapa se mantuvo hasta 1897 cuando se dio una nueva estructura para la casa de estudios superiores. Así, reestructurada, pero manteniendo su orientación humanística, retomó actividades en 1952, durante el rectorado de Carlos Cueva Tamariz. Para ese entonces contempló los estudios de: filosofía, historia y literatura. En 1965, junto a su núcleo original se incluye la formación pedagógica para profesionales de Educación Media y pasa a denominarse Facultad de Filosofía, Letras y Ciencias de la Educación. La reforma de 1975, la establece con estructura de un año de materias comunes y cuatro de especialidad. Su aporte ha sido fundamental para el desarrollo cultural y educativo de la región y el país. Desde 1978 organiza encuentros periódicos sobre literatura ecuatoriana, concursos nacionales y universitarios de poesía. Ha llevado a cabo dos encuentros sobre Filosofía y ha abierto licenciaturas en Eduación General Básica, Educación Inicial, Lingüística Andina y Educación Bilingüe; así como una licenciatura en Cine.

Job Title

Profesor (T)

Last Name

Cabrera Ortiz

First Name

Freddy Patricio

Full item page

Search Results

Now showing 1 - 10 of 10

Reflexiones sobre la calidad en educación superior
(estero, 2018) Cedillo Quizhpe, Isabel Cristina; Cabrera Ortiz, Freddy Patricio; López Calle, Claudio Hernán
El estado de la educación superior intercultural bilingüe en el Ecuador
(Abya-Yala, 2019) Cabrera Ortiz, Freddy Patricio; Japón Gualán, Ángel Rodrigo
In the last two decades, the educative politics in Latin America have adopted the intercultural and bilingual approach as a central and transversal element in initial, basic, high school and higher education. This article presents a review of the scientific literature on intercultural higher education and aims to unravel the ongoing debate in the literature and identify possible gaps. The review covers the analysis of 47 studies, published in peer-re viewed scientific journals, undergraduate and postgraduate theses. The hypothesis that this article works, following Mato (2015a), is that researchers use different meanings of the intercultural and bilingual, they show that there are no changes in the organizational structure of the university or school, nor in the predominant knowledge in the curriculum. The studies on intercultural and bilingual higher education are the frame of reference, for that reason, we intend to contribute to the thematic line: Teaching Profession, curriculum and cultural diversity. It is expected to evidence the need for the transformation of the educational system in accordance with the Constitution, the Law and Education Regulations in force.
La evaluación y acreditación universitaria en Ecuador: antecedentes y contextualización regional
(2020) Cabrera Ortiz, Freddy Patricio
Correlaciones entre las competencias digitales docentes y el comportamiento móvil del estudiantado: un análisis emparejado
(Instituto Superior Tecnológico Universitario San Isidro, 2025-12-05) Bernal López, Jenny Zoraida; Reyes Guaranda, Mauricio Esteban; Cabrera Ortiz, Freddy Patricio
This study explores the relationship between teachers' digital competencies and problematic mo-bile phone use among adolescent students, specifi-cally addressing nomophobia, defined as the irra-tional fear of being without mobile phone access. Using a relational design, a matched database was analyzed, including responses from 642 teachers and 642 students from public educational institu-tions in Ecuador. Results indicated that teachers' digital competencies significantly correlate with various manifestations of nomophobia among stu-dents. It was observed that teachers' effective use of structured educational platforms, such as Moo-dle, tends to reduce problems related to students' excessive mobile phone usage. Additionally, the identified patterns varied by educational level, showing that social mobile phone use predominates in early educational stages, while at higher educa-tional levels, the device becomes a means of coping with academic stress. These findings underscore the importance of strengthening teacher training, not only in technical aspects but also in critical and pedagogical management of digital technologies, aiming to improve educational quality and students' overall well-being.
Concepciones de calidad educativa desde la perspectiva docente en la Universidad de Cuenca – Ecuador
(2020) Cedillo Quizhpe, Isabel Cristina; Cabrera Ortiz, Freddy Patricio; Japón Gualán, Ángel Rodrigo
El objetivo del presente artículo es describir las concepciones de calidad educativa desde la perspectiva docente en la Universidad de Cuenca, Ecuador. Este estudio descriptivo - correlacional encuestó a 462 docentes de esta universidad, seleccionados a través de un muestreo probabilístico estratificado. Los datos se recolectaron en el 2018, con los bloques cuatro y cinco del cuestionario empleado en el Estudio de la Percepción del Profesorado Universitario sobre las variables asociadas con la calidad de la educación universitaria (EPPU). Para el análisis de datos se empleó estadística descriptiva y pruebas no paramétricas. Los resultados muestran que, respecto a la concepción de la calidad educativa, la mayoría se identifica con la idea de que esta consiste en formar estudiantes capaces de asumir un compromiso social. Así mismo, consideran que la universidad se identifica con la idea de calidad ligada al cumplimiento de los objetivos y la misión institucional. No se encontraron correlaciones de las características del alumnado y la concepción de calidad educativa con las variables sexo, edad y experiencia docente. En cuanto a las características del estudiantado, el profesorado destaca la vocación por los estudios y la actitud del alumnado hacia el aprendizaje lo que genera un efecto sobre la mejora de la calidad educativa según el profesorado. Se concluye que la concepción de calidad del profesorado se inclina por una visión más apegada al desarrollo humano centrada en la formación de sus estudiantes con responsabilidad social.
Evaluación de la aplicación del índice de inclusión en la Facultad de Psicología de la Universidad de Cuenca, Ecuador
(2020) Clavijo Castillo, Ruth Germania; Cabrera Ortiz, Freddy Patricio; Japón Gualán, Ángel Rodrigo
The recognition of the right to access, reside and complete higher education without any type of discrimination, represents a move towards a model of sustainable and inclusive education. Inclusive education refers to the process of reducing the barriers that limit the presence and participation of students, trying to eliminate all kinds of ways that lead to exclusion. Universities, although diverse in their priorities, need to move towards an education model based on the principles of inclusive education. The purpose of this study consisted in identifying the perception of teachers and students about cultures, policies, and inclusive practices of the Faculty of Psychology, of the University of Cuenca in Ecuador. For this matter, a sample consisting of 241 students and 44 teachers was used. The perception of docents and students regarding inclusive education was collected using the guide Index for Inclusion and the data were processed by descriptive and inferential non-parametric statistics. The results revealed that both, students and teachers, agree on the three evaluated dimensions. It was found that the dimension to create inclusive cultures is the highest valued, followed by the dimension to develop inclusive practices, and finally, the least valued was the dimension to elaborate on inclusive policies. Moreover, it is important to point out that on average 8.4% of the items of the Index of Inclusion presented unusual values due to lack of information, which gives rise to the proposal of conducting a validity study of the construct of the Index for Inclusion.
Validación del cuestionario índice para la inclusión en la educación superior en la Universidad de Cuenca
(2023) Clavijo Castillo, Ruth Germania; Cabrera Ortiz, Freddy Patricio; Cedillo Quizhpe, Isabel Cristina
Addressing inclusive education in higher education is a priority that goes beyond university access. The present study aimed to validate the index questionnaire for inclusion in higher education that assesses inclusive policies, cultures and practices. For this purpose, the instrument was applied to a stratified probability sample of 155 professors and 354 students at the University of Cuenca, Ecuador. The structural equation model allowed performing a confirmatory factor analysis with the Maximum Likelihood and Unweighted Least Squares method. The analysis was performed in AMOS 21 software. The model of the scale that assesses inclusive policies, cultures and practices in the university context was validated; the model showed an adequate fit for the absolute indexes (CMIN, GFI, RMSEA and RMR), incremental indexes (TLI, NFI and CFI) and parsimony indexes (CMIN/DF and AIC). A factorial invariance analysis was performed whose adjustments reported adequate values for all the established restrictions. The difference in the CFI incremental index of the models with restrictions with respect to the model without restrictions shows a value of less than 0.01. Consequently, the questionnaire constitutes a valid tool for evaluating how inclusive education has been managed in the university context. In the same way, the use of all items is recommended, indistinctly, for university students and teachers.
Percepciones de estudiantes universitarios sobre evaluación y acreditación: un estudio en Enfermería, Derecho y Odontología en la Universidad de Cuenca, Ecuador
(2023) Reyes Guaranda, Mauricio Esteban; Cabrera Ortiz, Freddy Patricio
The evaluation and accreditation of university careers is a reality that has expanded, in recent years, in Latin America to pursue educational quality. Within this framework, this article seeks to verify the perception of Nursing, Law and Dentistry students at the University of Cuenca, Ecuador, regarding evaluation and accreditation, in terms of the knowledge they possess, and the effects that its application has had on academic and administrative environments. A quantitative approach with a relational design was taken, through the application of the Student Questionnaire to Evaluate the Impact of Quality Assurance Processes in Higher Education to 381 students belonging to the institution. It is evident that they have acceptable knowledge, and in administrative and academic terms they perceive a notable improvement in institutional infrastructure, although very few in bureaucratic procedures.
Qualitative analysis on public policy and interculturality applied in three Ecuadorian Universities
(2023) Cabrera Ortiz, Freddy Patricio; Japón Gualán, Ángel Rodrigo
Interculturality in the higher education system is an increasingly important topic worldwide, as it promotes respect and appreciation for cultural diversity. The implementation of intercultural policies in higher education institutions can help create an inclusive and multicultural environment that benefits the entire educational community. Data on the implementation of policies related to interculturality in the Ecuadorian Education System were collected from three public universities, Universidad de Cuenca (UC), Universidad Estatal de Bolívar (UEB), and Universidad Nacional del Chimborazo (UNACH), during the period 2019-2021. The qualitative and statistical analysis of the obtained data was validated by the use of computer tools, which allowed the subjectivity of the information to be eliminated to some extent. The results obtained determine a significant influence of public policy on the Ecuadorian higher education system, however, the perception and practical application have not been effective.
Percepciones sobre competencias y conocimientos interculturales en estudiantes y docentes de universidades públicas de Ecuador
(2026-05-04) Cabrera Ortiz, Freddy Patricio; Japón Gualán, Ángel Rodrigo; Reyes Guaranda, Mauricio Esteban
In current educational discourse, interculturality is frequently mentioned as an ideal to be achieved, but scarce empirical evidence accounts for how it is perceived in university education. This quantitative, non-experimental, cross-sectional study with an explanatory scope analyzes how faculty and students at three Ecuadorian public universities perceive and assess intercultural knowledge and competencies in their training. Data were collected from 516 students and 122 faculty members in teacher education programs using a structured questionnaire with eleven dimensions. The results show that students place greater importance on practical and extracurricular experiences, such as pre-professional internships and community events, while faculty members emphasize the presence of intercultural content in courses and community engagement activities. Both groups coincide in positively valuing their self-perceived intercultural mediation ability. Through path analysis, explanatory effects were identified for variables such as age, sex, and institutional affiliation on the evaluated dimensions, while the ethnic variable did not show a significant explanatory effect. Differences are evident in how participants perceive and assess intercultural competencies, as well as the influence of institutional contexts and sociodemographic trajectories on these perceptions.