Didactic pedagogical strategies in the development of learning in upper basic education students

Abstract

Introduction: This study analyzes the pedagogical and didactic strategies used to develop the learning of upper basic education students at the "Aurora Delgado" Educational Unit (Ecuador), addressing the problem of low participation and motivation linked to traditional methods that do not cater to the diversity of learning styles or cognitive and socio-emotional needs. Materials and methods: The research employed a mixed-methods approach (quantitative and qualitative) of a descriptive-explanatory nature. Surveys were administered to 48 students and interviews were conducted with 4 teachers, using a Likert-scale questionnaire to collect and analyze data on the pedagogical strategies used and their effectiveness. Results: The results indicate that, although teachers report using active methodologies and ICT, only 25% of students perceive a high degree of adaptation of the strategies to their needs. 52% consider that the strategies moderately facilitate comprehension, and 59% report only a moderate development of practical skills. Teachers highlight active learning and collaborative work. Discussion: A gap is evident between theoretical knowledge of innovative strategies and their effective, contextualized application. There is a superficial approach to methodology and limited use of ICTs to foster critical thinking, as well as an omission in the assessment of socio-emotional skills. Conclusions: It is concluded that teacher training in contextualized strategies, a deeper integration of ICTs for problem-solving and creation, and the balanced development of critical thinking and socio-emotional skills are necessary.