Pedagogía Curriculo y Didáctica de la Educación Básica
URI permanente para esta colecciónhttps://dspace.ucacue.edu.ec/handle/ucacue/21435
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Item type: Ítem , Access status: Acceso Abierto , Competencias digitales para la mediación pedagógica del docente de básica superior(Universidad Católica de Cuenca, 2026) Peñaloza Pazato, Yessenia Alexandra; Cabrera Padrón, Ana Daniela; 0105816870This study examined the scarcity of digital resources in educational institutions, which creates significant barriers that limit innovation and pedagogical development, directly affecting pedagogical mediation processes and perpetuating inequalities in access to quality education. The present study analyzed the impact of digital competencies on the pedagogical mediation of upper elementary school teachers. The research approach was qualitative, documentary, and cross-sectional, Ciencia y Educación (L-ISSN: 2790-8402 E-ISSN: 2707-3378)Vol. 7No. 1.1Edición Especial I 2026Página 552employing a literature review. The databases used to search for documents were Google Scholar and SciELO. A total of 15 documents were selected. The findings indicated that digital skills and competencies do significantly influence teachers' work, becoming mediators of teacher performance. It was concluded that the documents examined in the systematic review revealed that teachers' pedagogical practice is improved through the use of digital competencies.Item type: Ítem , Access status: Acceso Abierto , Estrategias pedagógicas y socioemocionales para la prevención de la violencia escolar: Revisión sistemática de intervenciones y resultados en educación básica(Universidad Católica de Cuenca, 2026) Viscaino Laica, Johanna Elizabeth; Castro Martínez, Esther María; 0106353758School violence at the middle school level is a significant educational problem due to its direct impact on school climate, students' socio-emotional well-being, and the quality of teaching and learning processes. Bullying, as a specific form of relationalviolence, manifests as discriminatory practices, power imbalances, and a lack of empathy and socio-emotional skills in schools. In response to this problem, this study aimed to identify the most effective pedagogical and socioemotional strategies for preventing school violence, based on scientific evidence from indexed academic studies. To this end, a systematic literature review was conducted, following the methodological guidelines of the PRISMA protocol, by searching, selecting, and analyzing scientific articles published between 2020 and 2025. The results of the review show that the most effective interventions are those that strongly emphasize a comprehensive and long-term approach that includes institutionalized pedagogical strategies and social-emotional learning programs that promote the development of empathy, emotional selfregulation, peaceful conflict resolution, and the active participation of the educational community. The importance of teacher training, improving the school Escaneado con CamScanner climate, and having clear regulatory frameworks and protocols for addressing situations of violence is also highlighted. Inconclusion, the reviewed literature demonstrates that preventing school violence requires the coherent articulation of pedagogical and socio-emotionalstrategies, adapted to specific sociocultural contexts. This will contribute to creating safer, more inclusive, and respectful educational environments, fostering positive school coexistence and the holistic development of students.Item type: Ítem , Access status: Acceso Abierto , Estrategias de colaboración familia-escuela en la atención educativa de niños con necesidades educativas especiales: Revisión sistemática de experiencias y resultados.(Universidad Católica de Cuenca, 2026) Parra Pantoja, Valeria Jacqueline; Salto Plaza , Andrea Tatiana; 0151075918The objective of this study is to analyze family-school collaboration strategies in the educational support of children with special educational needs. The methodological approach involved a descriptive systematic review. The search encompassed studies published between 2016 and 2025 in scientific databases such as Springer, ProQuest, SciELO, and Taylor & Francis. The results showed that bidirectional and systematic communication between families and education professionals was one of the most common strategies. This was achieved through regular meetings, the exchange of information on student performance, and the creation of spaces for discussion and educational decision-making. Another prominent method is the active participation of families in educational planning and evaluation processes, particularly in the creation and monitoring of Individualized Education Programs (IEPs). Structured intervention options were also found, such as parent support programs, teacher training initiatives focused on working with families, and forms of collaboration between parents and teachers. These measures contributed to strengthening the family-school relationship, improving communication, and helping everyone better understand the students' specific educational needs. Furthermore, it became clear that parent-mediated interventions were used, along with coaching, specific training, and collaborative technological tools. In conclusion, this demonstrates that the best way for families and schools to collaborate is through planned, continuous, and student-centered approaches, considering families as active participants in their education.Item type: Ítem , Access status: Acceso Abierto , Estrategias metacognitivas para la comprensión lectora. Una revisión sistemática(Universidad Católica de Cuenca, 2026) Ordoñez Naula, Jessica Alexandra; Ochoa Ordoñez, Freddy Gustavo; 1450117229The aim of this study is to describe metacognitive strategies for reading comprehension through a systematic literature review. The results indicated that metacognitive techniques effectively improve reading comprehension among elementary school students aged 7 to 12. The methodology involved a descriptive approach, using the PRISMA 2020 model to establish process standards. The search strategy consisted of five academic databases known for their broad subject coverage: Scopus, ProQuest, Springer, Taylor & Francis, and Google Scholar. The publication period was from 2020 to 2025 to gather relevant and up-to-date evidence. The research indicates that metacognitive techniques are an effective approach to improving reading comprehension in elementary school children aged 7 to 12. These tactics focus on planning, monitoring, and evaluating the reading process, actively implementing them before, during, and after reading through methods such as goal setting, activating prior knowledge, formulating questions, drawing conclusions, summarizing, and self-assessing comprehension. The results indicate that the most significant benefits were observed in children in grades three through six, particularly those aged 9 to 11, although improvements were also seen in younger children when the tactics were adapted to their cognitive development. The strategies worked especially well for children with reading difficulties, helping them to monitor the reading process and identify errors. Longer-term interventions had more lasting effects, improving literal, inferential, and critical comprehension, as well as reading motivation and independence.Item type: Ítem , Access status: Acceso Abierto , Mediación pedagógica con el DUA para la inclusión educativa en básica superior(Universidad Católica de Cuenca., 2026) Aguilar Atiencia, Nicole Belén; Heras Mendieta, Janneth Alexandra; Heras Castillo, Verónica Elizabeth; 0705748093; 0107650087Educational inclusion in upper basic education requires pedagogical practices that effectively address student diversity. This article systematically reviews the literature on pedagogical mediation methods using Universal Design for Learning (UDL) and its role in promoting inclusive educational practices at this level. The dissertation aimed to examine how UDL-based pedagogical mediation strategies strengthen inclusive educational processes. The findings were based on a mixed-methods approach, predominantly qualitative, using a review of 22 scientific articles indexed in Scopus between 2020 and 2025, following the PRISMA protocol. This revealed a substantial presence of qualitative and theoretical research studies, with the use of digital technologies and resources being the primary pedagogical mediation strategy. However, key strategies such as differentiated instruction, cooperative learning, formative assessments, and scaffolding are underutilized and not systematically applied. Similarly, it was found that the partial application of UDL, with a greater focus on the representational principle and an inadequate incorporation of the action, expression, and engagement principles, suggests that while UDL-based pedagogical mediation promotes educational inclusion, its transformative potential is not yet more widely integrated into the classroom.Item type: Ítem , Access status: Acceso Abierto , Metodologías activas y el desarrollo de estrategias de comprensión lectora en educación básica media(Universidad Católica de Cuenca, 2026) Fajardo Avila, Valeria del Cisne; Guamán Sigua, Jéssica Belén; Carrera Flores, Rita Carolina; 0106827850; 0107198194This study analyzes the question of the influence of active methodologies on the development of reading comprehension strategies in middle school students. Reading comprehension is key to students' professional development; however, it has been negatively impacted by the poor practice of traditional strategies that teachers continue to use, which limit students' critical thinking. The method used in this study follows the PRISMA model guidelines. The research shows that approaches such as formative assessment, gamification, flipped classrooms like project-based learning (PBL), and the use of digital technologies increase student motivation, autonomy, and active participation, improving reading skills and critical thinking. The non-experimental method is based on literature reviews and the documentary analysis of 20 articles published in the Scopus database, which allows for the identification of effective practices, effects, and challenges that vary across educational contexts
