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Ecuador's Goals for Equity and Inclusivity: In-Service Teachers' Perspectives

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Title: Ecuador's Goals for Equity and Inclusivity: In-Service Teachers' Perspectives
Language: English
Authors: Ximena D. Burgin (ORCID 0000-0002-3494-569X), Mayra C. Daniel
Source: Policy Futures in Education. 2025 23(8):1522-1536.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Peer Reviewed: Y
Page Count: 15
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Secondary Education
Descriptors: Foreign Countries, Equal Education, Inclusion, Teacher Attitudes, Elementary Secondary Education, Educational Change, Educational Improvement, Instruction, Student Evaluation, Holistic Approach, Barriers
Geographic Terms: Ecuador
DOI: 10.1177/14782103251374376
ISSN: 1478-2103
Abstract: This study examines the perspectives of 45 Ecuadorian in-service teachers on recent educational reforms designed to foster vital and integral skills in K-12 students. Through focus group discussions, three themes emerged: pedagogy, assessment, and the whole-child approach. Teachers acknowledged the benefits of innovations such as the inclusion of transversal subjects, elective courses, and social-emotional learning and pointed out challenges related to teacher training, resource distribution, and implementation. Findings evidenced support for the transition to qualitative assessments and trimester schedules, but teachers expressed concerns regarding workload, subjectivity, and the integration of emotional learning surfaced. Data analysis suggests the reforms hold promise related to implementation of the whole-child approach, but their success depends on training, resources, and guidance to ensure effective and equitable implementation.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1491230
Database: ERIC
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  Data: Ecuador's Goals for Equity and Inclusivity: In-Service Teachers' Perspectives
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  Data: <searchLink fieldCode="AR" term="%22Ximena+D%2E+Burgin%22">Ximena D. Burgin</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-3494-569X">0000-0002-3494-569X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Mayra+C%2E+Daniel%22">Mayra C. Daniel</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Policy+Futures+in+Education%22"><i>Policy Futures in Education</i></searchLink>. 2025 23(8):1522-1536.
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  Data: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
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  Data: 15
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Elementary+Secondary+Education%22">Elementary Secondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Equal+Education%22">Equal Education</searchLink><br /><searchLink fieldCode="DE" term="%22Inclusion%22">Inclusion</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+Secondary+Education%22">Elementary Secondary Education</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Change%22">Educational Change</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Improvement%22">Educational Improvement</searchLink><br /><searchLink fieldCode="DE" term="%22Instruction%22">Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Evaluation%22">Student Evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22Holistic+Approach%22">Holistic Approach</searchLink><br /><searchLink fieldCode="DE" term="%22Barriers%22">Barriers</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Ecuador%22">Ecuador</searchLink>
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  Data: 10.1177/14782103251374376
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  Data: 1478-2103
– Name: Abstract
  Label: Abstract
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  Data: This study examines the perspectives of 45 Ecuadorian in-service teachers on recent educational reforms designed to foster vital and integral skills in K-12 students. Through focus group discussions, three themes emerged: pedagogy, assessment, and the whole-child approach. Teachers acknowledged the benefits of innovations such as the inclusion of transversal subjects, elective courses, and social-emotional learning and pointed out challenges related to teacher training, resource distribution, and implementation. Findings evidenced support for the transition to qualitative assessments and trimester schedules, but teachers expressed concerns regarding workload, subjectivity, and the integration of emotional learning surfaced. Data analysis suggests the reforms hold promise related to implementation of the whole-child approach, but their success depends on training, resources, and guidance to ensure effective and equitable implementation.
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      – Text: English
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      – SubjectFull: Inclusion
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      – SubjectFull: Teacher Attitudes
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      – SubjectFull: Elementary Secondary Education
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