Didactic Strategy for eXeLearning as a Pedagogical Reinforcement Tool in the Social Studies Area

Abstract

Introduction: This article addresses the shortcomings of traditional Social Studies teaching in the tenth grade at the Mariscal Sucre Educational Unit (Carchi, Ecuador), characterized by a scarcity of interactive resources and limited ICT integration, especially in a rural context. This affects students' understanding, motivation, and development of digital skills. The objective was to propose a didactic strategy using eXeLearning for pedagogical reinforcement, aiming to build lasting digital knowledge and improve the teaching-learning process (2024-2025). Materials and methods: The mixed-methods research diagnosed the situation through observations, surveys of 16 students, and interviews with 7 teachers.
Discussion and results: Low use of digital resources was observed, although students showed high motivation toward technology, and a need for teacher training was identified. A three-stage strategy was designed: 1) Diagnosis and planning; 2) Organization and implementation (creation of interactive content in eXeLearning); and 3) Evaluation and monitoring. The proposal was positively evaluated by 16 specialists. Subsequent interviews with users (students and teachers) indicated good acceptance, highlighting the interactivity and flexibility of the tool, although some students mentioned access difficulties.
Conclusions: The study concludes that the eXeLearning strategy is relevant, well-founded, and positively received, and its application is recommended to improve the teaching of Social Studies. The findings coincide with research that supports the potential of eXeLearning to enhance learning.