Teachers' perceptions of the use of active methodologies in the teaching-learning process

Abstract

Introduction: This research analyzes teachers' perceptions of the use of active methodologies in the teaching-learning process at a school in the La Unión parish, Quinindé canton, Esmeraldas province, given the gap identified between Ecuadorian educational regulations that promote their use and the practical limitations teachers face in their effective implementation in the classroom. Materials and methods: A descriptive approach with a concurrent, integrative mixed-methods design was used, employing three data collection instruments: a survey of 49 teachers, a semi-structured interview, and an observation checklist, all of which were validated by a panel of 10 experts. The sample was selected by convenience sampling and consisted of 22 high school teachers, 13 upper elementary teachers, 8 middle school teachers, and 6 elementary school teachers. Results: 87.76% of the teachers are familiar with the principles of active methodologies, and 77.55% feel prepared to apply them; However, 67.35% of teachers frequently apply these methods, while 59.18% cite class time and 75.51% cite a lack of technological resources as persistent limitations. Discussion: These findings align with national studies that identify persistent challenges in teacher training and resource availability in the Ecuadorian context, and with international research that points to a lack of technological skills and time as barriers to the transition toward student-centered pedagogical models, highlighting a structural problem that transcends the local level. Conclusions: Methodological triangulation confirms a structural gap between the theoretical and practical mastery demonstrated by teachers and the institutional conditions necessary for the full implementation of active methodologies.