Analysis of the quality of inclusive strategies applied in the Basic Education Career at the Technical University of Manabí
DOI:
https://doi.org/10.59169/pentaciencias.v7i5.1654Keywords:
higher education, inclusive strategies, teacher training, pedagogical practices, educational equity, educational qualityAbstract
This research analyzed the implementation of inclusive strategies in the Basic Education program at the Technical University of Manabí (UTM), with the aim of evaluating their effectiveness in creating equitable learning environments. The study employed a quantitative approach, with a descriptive scope and a non-experimental design, applying survey instruments to a sample of faculty and students. The results reveal a dual reality: while a predominantly positive and respectful attitude toward inclusion is observed among faculty, critical challenges persist in the concrete application of adapted teaching methodologies and resources. The study concludes that the quality of inclusive strategies at UTM is heterogeneous and largely depends on the personal initiative of faculty members, highlighting the urgent need to institutionalize teacher training and promote policies that consolidate a genuinely equitable educational model.
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