Design and evaluation of Ecuadorian university learning: quality, equity, and student perspective

Abstract

Introduction: The design and evaluation of learning in Ecuadorian public universities are strategic components for ensuring relevant, inclusive, and socially just educational experiences. However, the student voice has been largely overlooked in qualitative research aimed at improving these processes. Materials and methods: A descriptive-interpretive qualitative approach was used, with a non-experimental design. The purposive sample included Ecuadorian university students from various majors and levels, selected until theoretical saturation was reached. Semi-structured interviews and focus groups, validated through expert judgment, were conducted. The analysis was performed using open, axial, and selective coding, with data triangulation. Results: Four main categories emerged: pedagogical coherence in learning design (students value the alignment between objectives, methodologies, and assessment); learning assessment practices (criticisms of rote memorization assessments, positive valuation of formative and diversified assessments); student participation (limited influence on pedagogical decisions, demand for greater dialogue); Educational equity and recognition of diversity (perceptions of inequity due to socioeconomic and technological factors, but recognition of inclusive practices). Participants indicated that a lack of coherence generates confusion and demotivation, while formative assessments promote deep learning and academic fairness. Discussion: The findings align with previous studies that highlight formative assessment as an essential practice for educational quality and the need to create favorable climates for collaborative learning. Conclusions: Educational quality and equity depend critically on the design and assessment of learning. University pedagogical practices need to be rethought from a student-centered perspective, sensitive to diversity and oriented toward meaningful learning, systematically incorporating the student voice as a legitimate source of knowledge for institutional improvement.