Introduction: in Latin America, and particularly in Ecuador, various educational policies have been promoted aimed at strengthening the teaching of English as a foreign language at the various levels of the education system. However, significant challenges remain, especially in relation to the effective use of technological tools in the classroom. Objective: the purpose of this article is to propose the design of a Virtual Learning Environment (VLE) in Google Sites, aimed at strengthening writing and reading skills in the use of the present simple tense in English, aimed at eighth-grade students of the Educational Unit "Sagrado Corazón de Jesús" Srs. Bethlemitas, in Quito, Ecuador. Methodology: a mixed methodology (quantitative-qualitative) with a descriptive and applicative approach was used for the research, which allowed the problem to be addressed in a comprehensive manner. From the quantitative approach, pedagogical tests and structured surveys were applied to evaluate academic performance and the level of mastery of the simple present. At the qualitative level, the perceptions, and attitudes of the students regarding the use of digital resources were analyzed, as well as their relationship with motivation and performance. The descriptive approach allowed the identification of specific difficulties in reading and writing without altering the conditions of the environment, while the application was concretized in a pedagogical proposal based on the findings obtained. Results: the results revealed that 76.6% of the students had significant difficulties, in verbal conjugation, question formulation and reading comprehension. Although the majority showed a preference for active methodologies (56.7%) and digital tools (66.7%), only 20% used them regularly. This gap evidenced the need to integrate motivating technologies. Conclusions: in view of this, the EVA English Adventures was designed, an interactive proposal that combines visual content, contextualized activities, and dynamic resources to improve language skills and promote a more effective teaching of the simple present. General Area of Study: Education. Specific area of study: Educational technologies and language learning. Type of study: Original.

Introduction. This study analyzed the most effective strategies for implementing Ecuadorian savings and credit cooperatives and their impact on the sustainable development of rural communities. Objective. To identify effective management strategies that strengthen the economic, social, and environmental impact of Ecuadorian savings and credit cooperatives. Methodology. A mixed-method, descriptive, and documentary approach was used, based on the analysis of scientific literature and the results of research studies. The design was non-experimental and cross-sectional, with purposive sampling, focusing on high-performing segment one cooperatives with a presence in rural communities. Results. Cooperatives have promoted financial inclusion, access to credit, and the strengthening of the local economy, especially in sectors traditionally excluded from the banking system. Furthermore, the implementation of strategic management models, the digitalization of financial services, the strengthening of financial education, and a focus on environmental sustainability were identified as key strategies for improving their efficiency and resilience. The results showed that adequate credit risk management and the adoption of financial technologies contribute significantly to the operational stability of these institutions. Conclusion. Cooperatives, beyond their economic function, represent community governance structures that promote equity, democratic participation, and environmental protection. Actions aimed at strengthening institutional capacities, social innovation, and the implementation of inclusive public policies were recommended as mechanisms to enhance their contribution to sustainable rural development. The research provided a comprehensive approach that highlights the importance of cooperatives as transformative agents in building more just, resilient, and sustainable rural communities. General Area of Study: Administration. Specific area of study: Accounting Management. Type of Study: Original Article.

Introduction: There are teachers who have difficulties in using digital tools in their virtual classes, when using technological tools in their virtual classes. Although education has changed and is now supported by digital platforms, there are still teachers who continue with traditional methods, which makes classes less dynamic and student participation low. Objectives: This research aimed to analyze how the digital tool Mentimeter can support formative assessment in virtual classes, taking as a case the teachers at the Higher University Institute of the National Police. Methodology: The study was developed under a mixed approach, using surveys aimed at teachers, interviews with pedagogical advisors and observations in virtual classes. The aim was to find out what tools they currently use to evaluate, how they apply them and how familiar they are with interactive platforms such as Mentimeter. Results: The findings showed that, although most of them already use digital tools, they often do so without prior training or technical support. Mentimeter turned out to be little known or used in a limited way. Common obstacles were also identified, such as connectivity problems, lack of training and a certain fear of change. Despite this, all teachers expressed interest in receiving practical and useful training, adjusted to their reality. Conclusions: Based on the findings, a proposal was designed, which was validated through pilot. In this way, it was evident that one of the main adjustments made in the proposal was to strengthen formative assessment, especially in the pedagogical use of the digital tool Mentimeter, and thus incorporate more didactic resources when teaching classes, so that the content can be internalized more effectively. Although the proposal has not yet been implemented, it would be ready for application in the entity under study. In addition, its implementation would help to identify adjustments linked to the duration of the modules, the modality of work, and the need to adapt examples according to the areas of teaching, which will progressively enrich the training plan. General area of study: Education. Specific area of study: Pedagogy in digital environments. Type of study: Original articles.

Introduction: vocational guidance is essential for the comprehensive education of students since it allows them to choose a specialty in the technical baccalaureate in a conscious and well-founded way. Objectives: This study aimed to design and apply a system of educational activities that promotes informed decision-making and strengthens motivation in the construction of life projects. Methodology: The research followed a quasi-experimental approach, using pre-test and post-test to evaluate the changes generated after the implementation of the proposal. Results: The results showed a significant increase in knowledge of specialties, interest in the technical field, and clarity in the vocational decision process. Conclusions: It is concluded that the system of activities is an effective pedagogical tool, replicable and adaptable to various educational contexts, contributing to the strengthening of vocational guidance in the technical baccalaureate. General area of study: education. Specific area of study: vocational guidance. Type of item: original.