Percepciones de la innovación inclusiva universitaria: Diversidad y equidad educativa

• Ana Rosa Macías-Cedeño https://orcid.org/0000-0002-9911-1282
• Marianella Lilibeth Chévez-Macías https://orcid.org/0000-0002-3391-8753
• Antonia Katherine Navia-Cedeño https://orcid.org/0009-0004-8142-7846
• Vianka Salome Cedeño-Cedeño https://orcid.org/0009-0004-9487-0054

DOI: https://doi.org/10.31876/rcs.v30i.42830

Palabras clave: Accesibilidad, educación inclusiva, tecnología educativa, equidad, discapacidad

Resumen

En la era de la globalización, la educación superior enfrenta desafíos para promover la diversidad y la equidad. El objetivo de este estudio fue analizar las percepciones de la innovación inclusiva en la Universidad Técnica de Manabí en Ecuador para promover diversidad y equidad educativa. El mismo combinó enfoques cuantitativos y cualitativos, utilizando tanto encuestas como entrevistas para recoger datos de 56 estudiantes y 20 docentes, así como cifras suministradas por la Unidad de Inclusión, Equidad Social y Género de la Universidad. Los resultados revelan que un 59% de la población analizada pertenece a colectivos con discapacidad o históricamente marginados, evidenciando la relevancia de destinarles recursos y capacitaciones adecuadas. Aunque se han logrado avances en servicios de apoyo, como tutorías personalizadas y asignación de becas, se identifican carencias en la gestión de procesos de titulación y en la formación docente para una inclusión efectiva. Se concluye que la Universidad Técnica de Manabí ha impulsado la inclusión mediante el uso de tecnologías avanzadas; sin embargo, persisten desigualdades en el acceso a recursos y en la capacitación del profesorado. Se requiere implementar estrategias integrales para mejorar la comunicación, la pedagogía y la tecnología, garantizando la inclusión plena en el ámbito educativo.

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