Linking with the society in the University Bolivariana of the Equator: de the speech to the practice

Abstract

Introduction: This research examines the relationship between institutional discourse and community engagement practices at the Bolivarian University of Ecuador (UBE), given the identified gap between the regulatory framework promoting social transformation and its effective implementation in areas affected by violence and insecurity in the Durán canton. Materials and methods: A mixed-methods approach with an exploratory scope was used, employing theoretical methods (analysis-synthesis, induction-deduction) and empirical techniques such as semi-structured interviews with 10 faculty members, surveys of 21 students, and interviews with 8 representatives from focus groups of beneficiary social organizations (Food Bank, Children International, Municipality of Durán, Guayas Prefecture), using purposive non-probability sampling. Results: 100% of students valued community engagement as an essential component of their education, although 85.7% indicated that it is not integrated across the curriculum; 85.7% had participated in at least one project. The teachers agreed that insecurity and crime constitute the main obstacle to the continuity of interventions, while community representatives positively valued the work of the UBE, highlighting the horizontal dialogue and co-management in educational, health, youth leadership, and digital literacy projects. Discussion: The findings confirm that the UBE has managed to build a socially legitimate institutional discourse of engagement, overcoming the paternalistic approach documented in other Latin American studies (Perales Franco and McCowan, 2021); however, the context of violence in Durán emerges as a conditioning factor not considered in previous research, which requires security protocols and adaptive strategies to sustain the university's social outreach in vulnerable territories. Conclusions: The UBE demonstrates a positive articulation between the discourse and the practice of engagement, with high satisfaction among the actors involved; however, it is necessary to further integrate engagement into the curriculum, strengthen the institutional conditions for teachers, and develop new technological skills that allow for sustaining community intervention in contexts of violence and social exclusion.