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

Abstract

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.

References

Abawi, L.-A. (2015). Inclusion ‘from the gate in’: Wrapping students with personalised learning support. International Journal of Pedagogies and Learning, 10(1), 47-61. https://doi.org/10.1080/22040552.2015.1084676

Aguinis, H., y Kraiger, K. (2009). Benefits of training and development for individuals and teams, organizations, and society. Annual Review of Psychology, 60, 451-474. https://doi.org/10.1146/annurev.psych.60.110707.163505

Baik, C., Larcombe, W., y Brooker, A. (2019). How universities can enhance student mental wellbeing: The student perspective. Higher Education Research & Development, 38(4), 674-687. https://doi.org/10.1080/07294360.2019.1576596

Banks, J. (2014). Barriers and supports to postsecondary transition. Remedial and Special Education, 35(1), 28-39. https://doi.org/10.1177/0741932513512209

Bayliss, K., Fine, B., y Robertson, M. (Eds.) (2020). Material Cultures of Financialisation. Routledge. https://doi.org/10.4324/9781351002103

Bossu, C., Bull, D., y Brown, M. (2012). Opening up Down Under: the role of open educational resources in promoting social inclusion in Australia. Distance Education, 33(2), 151-164. https://doi.org/10.1080/01587919.2012.692050

Bovill, C. (2020). Co-creation in learning and teaching: The case for a whole-class approach in higher education. Higher Education, 79(6), 1023-1037. https://doi.org/10.1007/s10734-019-00453-w

Caniglia, G., Luederitz, C., Groß, M., Muhr, M., John, B., Withycombe, L., Von Wehrden, H., Laubichler, M., Wiek, A., y Lang, D. (2017). Transnational collaboration for sustainability in higher education: Lessons from a systematic review. Journal of Cleaner Production, 168, 764-779. https://doi.org/10.1016/j.jclepro.2017.07.256

Clark, I. (2012). Formative assessment: Assessment Is for self-regulated learning. Educational Psychology Review, 24(2), 205-249. https://doi.org/10.1007/s10648-011-9191-6

Cover, R., Rasmussen, M. L., Aggleton, P., y Marshall, D. (2017). Progress in question: The temporalities of politics, support and belonging in gender- and sexually-diverse pedagogies. Continuum, 31(6), 767-779. https://doi.org/10.1080/10304312.2017.1281883

De Bruin, K. (2019). The impact of inclusive education reforms on students with disability: An international comparison. International Journal of Inclusive Education, 23(7-8), 811-826. https://doi.org/10.1080/13603116.2019.1623327

Degener, T. (2016). Disability in a Human Rights Context. Laws, 5(3), 35. https://doi.org/10.3390/laws5030035

Delgado, K. E., Vivas, D. A., Carrión, C. B., y Reyes, B. D. C. (2022). Educación inclusiva en América Latina: Trayectorias de una educación segmentada. Revista de Ciencias Sociales (Ve), XXVIII(E-5), 18-35. https://doi.org/10.31876/rcs.v28i.38142

Farrior, S. (Ed.) (2017). Equality and Non-Discrimination under International Law. Routledge. https://doi.org/10.4324/9781315094410

Fernández-Fernández, I. M., Veliz-Briones, V., y Ruiz-Cedeño, A. I. (2016). Hacia una cultura pedagógica inclusiva: Experiencias desde la práctica universitaria. Revista Electrónica Educare, 20(3), 1-15. https://doi.org/10.15359/ree.20-3.13

Ferri, F., Grifoni, P., y Guzzo, T. (2020). Online learning and emergency remote teaching: Opportunities and challenges in emergency situations. Societies, 10(4), 86. https://doi.org/10.3390/soc10040086

Florian, L., y Beaton, M. (2018). Inclusive pedagogy in action: Getting it right for every child. International Journal of Inclusive Education, 22(8), 870-884. https://doi.org/10.1080/13603116.2017.1412513

Fuller, M., Healey, M., Bradley, A., y Hall, T. (2004). Barriers to learning: a systematic study of the experience of disabled students in one university. Studies in Higher Education, 29(3), 303-318. https://doi.org/10.1080/03075070410001682592

Gelles, L. A., Lord, S. M., Hoople, G. D., Chen, D. A., y Mejia, J. A. (2020). Compassionate flexibility and self-discipline: Student adaptation to emergency remote teaching in an integrated engineering energy course during COVID-19. Education Sciences, 10(11), 304. https://doi.org/10.3390/educsci10110304

Giroux, H. A. (2010). Rethinking education as the practice of freedom: Paulo Freire and the promise of critical pedagogy. Policy Futures in Education, 8(6), 715-721. https://doi.org/10.2304/pfie.2010.8.6.715

González, L. M., Burgos, D. J., Rivera, D. A., y Torres, J. E. (2023). Capacidad de resiliencia en los estudiantes con discapacidad del nivel universitario. Revista de Ciencias Sociales (Ve), XXIX(E-8), 106-118. https://doi.org/10.31876/rcs.v29i.40941

Granja, L. C. (2021). Inclusión social de la población estudiantil afrodescendiente: Experiencia de un colectivo de estudiantes universitarios. Revista de Ciencias Sociales (Ve), XXVII(2), 228-241. https://doi.org/10.31876/rcs.v27i2.35909

Gregoire, M. (2003). Is it a challenge or a threat? A dual-process model of teachers’ cognition and appraisal processes during conceptual change. Educational Psychology Review, 15(2), 147-179. https://doi.org/10.1023/A:1023477131081

Grey, D., y Osborne, C. (2020). Perceptions and principles of personal tutoring. Journal of Further and Higher Education, 44(3), 285-299. https://doi.org/10.1080/0309877X.2018.1536258

Gu, Q. (2009). Maturity and Interculturality: Chinese students’ experiences in UK higher education. European Journal of Education, 44(1), 37-52. https://doi.org/10.1111/j.1465-3435.2008.01369.x

Haleem, A., Javaid, M., Qadri, M. A., y Suman, R. (2022). Understanding the role of digital technologies in education: A review. Sustainable Operations and Computers, 3, 275-285. https://doi.org/10.1016/j.susoc.2022.05.004

Harpur, P. (2012). Embracing the new disability rights paradigm: The importance of the Convention on the Rights of Persons with Disabilities. Disability & Society, 27(1), 1-14. https://doi.org/10.1080/09687599.2012.631794

Hayman, R., Coyles, A., Wharton, K., y Mellor, A. (2020). The role of personal tutoring in supporting the transition to university: Experiences and views of widening participation sport students. Journal of Learning Development in Higher Education, (18). https://doi.org/10.47408/jldhe.vi18.591

Hillier, A., Goldstein, J., Tornatore, L., Byrne, E., y Johnson, H. M. (2019). Outcomes of a peer mentoring program for university students with disabilities. Mentoring & Tutoring: Partnership in Learning, 27(5), 487-508. https://doi.org/10.1080/13611267.2019.1675850

Ketikidou, G., y Saiti, A. (2022). The promotion of inclusive education through sustainable and systemic leadership. International Journal of Leadership in Education, 1-16. https://doi.org/10.1080/13603124.2022.2032368

Lavado, M. Y., y Herrera, A. M. (2022). Nota de actualidad. Evaluación formativa como desafío de la educación universitaria ante la virtualidad en tiempos de pandemia. Revista de Ciencias Sociales (Ve), XXVIII(1), 16-18. https://doi.org/10.31876/rcs.v28i1.37673

Lewis, C., y Olshansky, E. (2016). Relational-cultural theory as a framework for mentoring in academia: Toward diversity and growth-fostering collaborative scholarly relationships. Mentoring & Tutoring: Partnership in Learning, 24(5), 383-398. https://doi.org/10.1080/13611267.2016.1275390

Liu, W. C., y Goh, C. C. M. (Eds.) (2019). Teachers’ perceptions, experience and learning. Routledge. https://doi.org/10.4324/9781351173285

Luo, N., Li, H., Zhao, L., Wu, Z., y Zhang, J. (2022). Promoting student engagement in online learning through harmonious classroom environment. The Asia-Pacific Education Researcher, 31(5), 541-551. https://doi.org/10.1007/s40299-021-00606-5

Maringe, F., y Sing, N. (2014). Teaching large classes in an increasingly internationalising higher education environment: pedagogical, quality and equity issues. Higher Education, 67(6), 761-782. https://doi.org/10.1007/s10734-013-9710-0

Martínez, C. Y., Alzate, N. A., Gallego, A. M., y Meriño, V. H. (2022). Educación en la diversidad: Un espacio de relaciones en la comunidad estudiantil universitaria. Revista de Ciencias Sociales (Ve), XXVIII(E-6), 79-94. https://doi.org/10.31876/rcs.v28i.38820

McNicholl, A., Casey, H., Desmond, D., y Gallagher, P. (2021). The impact of assistive technology use for students with disabilities in higher education: a systematic review. Disability and Rehabilitation: Assistive Technology, 16(2), 130-143. https://doi.org/10.1080/17483107.2019.1642395

Meijer, C. J. W., y Watkins, A. (2019). Financing special needs and inclusive education – from Salamanca to the present. International Journal of Inclusive Education, 23(7-8), 705-721. https://doi.org/10.1080/13603116.2019.1623330

Mfuthwana, T., y Dreyer, L. M. (2018). Establishing inclusive schools: Teachers’ perceptions of inclusive education teams. South African Journal of Education, 38(4), 1703. https://doi.org/10.15700/saje.v38n4a1703

Miesera, S., DeVries, J. M., Jungjohann, J., y Gebhardt, M. (2019). Correlation between attitudes, concerns, self‐efficacy and teaching intentions in inclusive education evidence from German pre‐service teachers using international scales. Journal of Research in Special Educational Needs, 19(2), 103-114. https://doi.org/10.1111/1471-3802.12432

Molloy, C., Bankins, S., Kriz, A., y Barnes, L. (2020). Making sense of an interconnected world: How innovation champions drive social innovation in the not‐for‐profit context. Journal of Product Innovation Management, 37(4), 274-296. https://doi.org/10.1111/jpim.12527

Moreira-Choez, J. S., Lamus, T. M., Olmedo-Cañarte, P. A., y Macías-Macías, J. D. (2024). Valorando el futuro de la educación: Competencias Digitales y Tecnologías de Información y Comunicación en Universidades. Revista Venezolana de Gerencia, 29(105), 271-288. https://produccioncientificaluz.org/index.php/rvg/article/view/41515

Moreira-Choez, J. S., Zambrano-Acosta, J. M., y López-Padrón, A. (2023). Digital teaching competence of higher education professors: self-perception study in an Ecuadorian university. F1000Research, 12, 1484. https://doi.org/10.12688/f1000research.139064.1

Morley, C., y Dunstan, J. (2013). Critical reflection: A response to neoliberal challenges to field education? Social Work Education, 32(2), 141-156. https://doi.org/10.1080/02615479.2012.730141

Museus, S. D. (2014). The Culturally Engaging Campus Environments (CECE) model: A new theory of success among racially diverse college student populations. In M. Paulsen (Ed.), Higher Education: Handbook of Theory and Research (Vol. 29, pp. 189-227). https://doi.org/10.1007/978-94-017-8005-6_5

Opertti, R., y Brady, J. (2011). Developing inclusive teachers from an inclusive curricular perspective. Prospects, 41(3), 459-472. https://doi.org/10.1007/s11125-011-9205-7

Pedrero-García, E., Moreno-Fernández, O., y Moreno-Crespo, P. (2017). Educación para la diversidad cultural y la interculturalidad en el contexto escolar español. Revista de Ciencias Sociales (Ve), XXIII(2), 11-26. https://produccioncientificaluz.org/index.php/rcs/article/view/24949

Philpott, D. E., Furey, E., y Penney, S. C. (2010). Promoting leadership in the ongoing professional development of teachers: Responding to globalization and inclusion. Exceptionality Education International, 20(2), 38-54. https://doi.org/10.5206/eei.v20i2.7662

Piggott, D. A., y Cariaga-Lo, L. (2019). Promoting inclusion, diversity, access, and equity through enhanced institutional culture and climate. The Journal of Infectious Diseases, 220(S-2), S74-S81. https://doi.org/10.1093/infdis/jiz186

Reséndiz-Castro, M., Zepeda-Bautista, R., y Peón-Escalante, I. E. (2022). Transdisciplinary cyber-systemic design of instruments to measure academic performance in middle and higher education systems. Systemic Practice and Action Research, 35(3), 395-440. https://doi.org/10.1007/s11213-021-09574-9

Robinson, D. B., y Young, D. (2020). The relationship between teachers’ inclusion-related knowledge, skills, and attitudes and student outcomes: A review of recent literature. Exceptionality Education International, 29(2), 18-41. https://doi.org/10.5206/eei.v29i2.9400

Sandoval, M., Morgado, B., y Doménech, A. (2021). University students with disabilities in Spain: faculty beliefs, practices and support in providing reasonable adjustments. Disability & Society, 36(5), 730-749. https://doi.org/10.1080/09687599.2020.1751078

Schröder, A., y Krüger, D. (2019). Social Innovation as a Driver for New Educational Practices: Modernising, Repairing and Transforming the Education System. Sustainability, 11(4), 1070. https://doi.org/10.3390/su11041070

Scott, C. (2020). Managing and regulating commitments to equality, diversity and inclusion in higher education. Irish Educational Studies, 39(2), 175-191. https://doi.org/10.1080/03323315.2020.1754879

Solé, L., Sole-Coromina, L., y Poole, S. E. (2020). Mind the gap: Identifying barriers to students engaging in creative practices in higher education. Journal of Work-Applied Management, 12(2), 207-220. https://doi.org/10.1108/JWAM-03-2020-0017

Stradling, B., y Saunders, L. (1993). Differentiation in practice: Responding to the needs of all pupils. Educational Research, 35(2), 127-137. https://doi.org/10.1080/0013188930350202

Sutton, D., Kearney, A., y Ashton, K. (2023). Improving educational inclusion for refugee-background learners through appreciation of diversity. International Journal of Inclusive Education, 27(6), 671-688. https://doi.org/10.1080/13603116.2020.1867377

Symeonidou, S. (2017). Initial teacher education for inclusion: a review of the literature. Disability & Society, 32(3), 401-422. https://doi.org/10.1080/09687599.2017.1298992

Tsatsou, P. (2021). Is digital inclusion fighting disability stigma? Opportunities, barriers, and recommendations. Disability & Society, 36(5), 702-729. https://doi.org/10.1080/09687599.2020.1749563

Watkins, A., y Ebersold, S. (2016). Efficiency, effectiveness and equity within inclusive education systems. In A. Watkins y C. Meijer (Eds.), Implementing Inclusive Education: Issues in Bridging the Policy-Practice Gap (Vol. 8, pp. 229-253). Emerald Group Publishing Limited. https://doi.org/10.1108/S1479-363620160000008014

Williams, D. A. (2023). Strategic Diversity Leadership: Activating Change and Transformation in Higher Education. Routledge. https://doi.org/10.4324/9781003447122

Worthington, S. L. S., y Kasouf, C. J. (2018). The paradox of resource availability and the perception of resource adequacy: The roles of psychological capital, perceived stress and age in the innovation process. Small Enterprise Research, 25(3), 276-289. https://doi.org/10.1080/13215906.2018.1522272

Wulf, G., y Lewthwaite, R. (2016). Optimizing performance through intrinsic motivation and attention for learning: The OPTIMAL theory of motor learning. Psychonomic Bulletin & Review, 23(5), 1382-1414. https://doi.org/10.3758/s13423-015-0999-9

Yepes, E. E., y Gutiérrez, J. (2022). Evaluación formativa como proceso mentor en la enseñanza y aprendizaje hacia la calidad educativa. Revista de Ciencias Sociales (Ve), XXVIII(E-6), 255-269. https://doi.org/10.31876/rcs.v28i.38844

Zárate-Rueda, R., Díaz-Orozco, S. P., y Ortiz-Gumán, L. (2017). Educación superior inclusiva: Un reto para las prácticas pedagógicas. Revista Electrónica Educare, 21(3), 1-24. https://doi.org/10.15359/ree.21-3.15