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.

Introduction. The purpose of this research is to establish the contribution that the digital tool PhET provides to the learning of mathematics for students with educational needs, specifically dyscalculia. Objective. To analyze the impact of the use of the digital tool PhET on the teaching-learning processes of fifth-grade students with special educational needs (SEN) at the Tente Educational Unit, Gustavo Ledesma, Guayas, Ecuador. Methodology. The research consisted of eight students diagnosed with dyscalculia by the Department of Student Counseling (DECE) and the Ministry of Public Health (MSP), and eight mathematics teachers at the public educational institution Tente. Gustavo Ledesma, located in Recto Las Cañas, Lomas de Sargentillo Canton, Guayas Province, Ecuador. These students were diagnosed with dyscalculia through a psychopedagogical evaluation by the DECE (Department of Student Counseling) and with the authorization of their legal representatives. A mixed approach was adopted, combining quantitative and qualitative analysis. The quantitative component included diagnostic and summative mathematics tests and a learning assessment rubric, while the qualitative component incorporated participatory observation, a reflective journal, and semi-structured interviews with teachers. The study, of applied nature and quasi-experimental design, implemented the digital tool PhET Interactive Simulations as a pedagogical strategy to evaluate its impact on academic performance and explore perceptions about its applicability in inclusive contexts. Results. A pre- and post-test was conducted, using the student’s t-test to measure learning, yielding a P value of 0.000003964. Cronbach's alpha was used as a reliability factor for the survey, yielding Cronbach’s alpha of 0.8886. Conclusion. The use of the PhET tool had a remarkably significant impact on improving the academic performance of students with special educational needs, particularly those diagnosed with dyscalculia. Following its implementation, students saw increased accuracy and speed in solving elementary mathematical operations such as simple addition, subtraction, and multiplication, as well as an understanding of basic numerical concepts. General area of study: Education and Mathematics. Specific area of study: Mathematics Didactics. Type of study:  Original articles

Introduction: This study addresses the need to transform the traditional teaching of technical accounting at the secondary level, through the implementation of active didactic strategies aimed at the development of critical reasoning. The persistence of pedagogical models focused on memorization, which limit students' deep understanding and analytical capacity, was identified as a central problem. Objectives: The general objective was to analyze the impact of a Problem-Based Learning (PBL) strategy on critical reasoning in accounting in students of the first year of Technical Baccalaureate of the Alfonso Quiñónez George Educational Unit. Methodology: qualitative and quantitative approach, with a quasi-experimental cross-sectional design. The sample consisted of 76 students, divided into a control group (n=36) and an experimental group (n=40). A standardized test of critical thinking was applied, and the data were analyzed with descriptive and inferential statistics using SPSS. Results: The results showed a significant difference between the groups (p < .001), with an increase of 25% in the experimental group. It is concluded that PBL favors the development of critical accounting reasoning, validating its inclusion as an effective pedagogical strategy in secondary technical education. Conclusions: The Problem-Based Learning strategy evidenced a substantial improvement in the development of critical accounting reasoning in students, clearly surpassing the results obtained with traditional pedagogical methods. General area of study: Education. Specific area of study: Digital Environments. Type of item: original.

Introduction: The research problem lies in the need to implement more dynamic and effective teaching methodologies, given that many students have difficulties in reading and writing due to the use of traditional approaches. Objectives: The objective of this study was to evaluate the impact of the use of Canva as an innovative strategy in the teaching of language and literature in third grade students of the Unified General Baccalaureate (BGU), to determine its influence on reading comprehension, written production, motivation and creativity. Methodology: The research followed quasi-experimental, cross-sectional, and quantitative design, applying structured questionnaires and Spearman's correlation analysis to a sample of 67 students. Results: The results revealed that the use of Canva has an extraordinarily strong positive correlation (ρ = 0.877, p = 0.000) with the improvement in language skills, demonstrating that the digital materials designed on this platform facilitate learning. Conclusions: It is concluded that Canva enhances reading comprehension, written production, and creativity, also increasing student motivation. Its structured integration into the curriculum, teacher training in its use and the provision of technological infrastructure are recommended to guarantee its effectiveness as an innovative pedagogical resource in language teaching. General area of study: Education. Specific area of study: digital environments. Type of item: original.