environments are fundamental components that complement each

other to guarantee educational quality. The study presented here is

the result of the research project Quality of the educational process,

through pedagogical management, educational innovation and

learning environments, in institutions of the Ecuadorian General

Basic Education, developed by students and teachers of the Basic

Education course at the Instituto Superior Universitario Espíritu

Santos in the city of Guayaquil, and aims to characterise the current

state of the quality of educational processes, through pedagogical

management, educational innovation and learning environments, in

deductive were used, within the empirical methods observation,

educational innovation, learning environments

La gestión pedagógica, la innovación educativa y los ambientes de

aprendizaje son componentes fundamentales que se complementan

entre sí para garantizar calidad educativa. El estudio que se presenta

es resultado del proyecto de investigación Calidad del proceso

educativo, a través de la gestión pedagógica, la innovación educativa

y los ambientes de aprendizaje, en instituciones de la Educación

de la ciudad de Guayaquil. La investigación siguió una metodología

cualitativa de tipo exploratoria y hermenéutica; se utilizó métodos

como el análisis-síntesis y el inductivo deductivo, dentro de los

empíricos se utiliza la observación, la encuesta, la entrevista y la

revisión documental; llegando a la conclusión de que cuando la

gestión pedagógica, la innovación y los ambientes de aprendizaje se

combinan de manera efectiva, se crean entornos educativo

enriquecedor que promueve el éxito académico, el bienestar

emocional y el desarrollo integral de los estudiantes, lo que se

traduce en calidad educativa.

innovation and appropriate learning environments. These elements

not only contribute to the academic development of students, but

also prepare new generations to face the challenges of the 21st

century and contribute to the development of society.

Ensuring that students have access to a quality, equitable and

excellent education that prepares them to be active and competent

citizens in a constantly changing world is an aspiration of every

education system. The Constitution of the Republic of Ecuador

stipulates that "the quality of education is a responsibility of the

state", and Article 346 states that "there will be a public institution,

with autonomy, comprehensive and external evaluation, which

promotes the quality of education" (Ecuador, Asamblea Nacional

Constituyente, 2008).

education must harness the potential of technology to improve

learning outcomes and prepare students to be responsible digital

citizens.

According to Hernández (2017) cited by (España & Vigueras, 2021),

ICT are considered part of educational innovation because of their

different applications for teachers and students in the development

of skills planned in the classroom and dynamised with the purpose

of changing the current reality, ideas, attitudes and methods, as well

as to intervene and improve the teaching process.

On the other hand, effective pedagogical management implies

quality in planning, organising, directing and evaluating the

educational process, which includes appropriate selection of

attention to the diversity of students. However, in practice, a solid

The article presents the main results of the diagnosis of the research

In relation to the pedagogical management dimension, the main

In response to the question related to diagnosis and its role in

teachers state that they sometimes carry out curriculum planning

student, which means an education that is not very inclusive; in this

and teaching resources in accordance with the curriculum planning,

57% of the teachers surveyed stated that they do design study

materials and teaching resources in accordance with the curriculum

planning; however, 38% of the teachers stated that they do not (see

table 2). The results of this question have implications for the quality

of the educational process, because when teachers design study

sometimes and 7% never (see table 2); this indicates that there is a

significant gap between the intention and practice of promoting

goal. This gap can be attributed to various factors, such as the poor

technological resources most used by teachers in the teaching-

learning process are: videos, PowerPoint presentations and social

networks; and the least used are: discussion forums, infographics,

students' learning experience. PowerPoint presentations, on the other

hand, allow information to be organised and presented in a structured

to the results of this question may reflect less familiarity or

When teachers were asked whether they allow students to question

their learning and seek alternative explanations or solutions to their

the teaching-learning process: fostering students' ability to question

students to question their learning and seek alternative explanations

environment (see table 2).

Another important finding from the teacher survey is the fact that

innovations (see Table 2).

The innovative strategies most frequently used in the classroom by

teachers are: Project Based Learning (PBL), Educational

Virtual and Augmented Reality.

engages students in solving real-world problems through the

completion of projects; on the other hand; Educational Gamification

to prepare students for the digital world in which they live.

Another result obtained, in relation to learning environments,

specifically the use of laboratories, indicates that few teachers use

can limit opportunities for hands-on learning and active exploration

of concepts and theories by students (see table 2).

Within the Pedagogical Management criterion, the response to the

ensure quality education. The consensus among the majority of

Pedagogical management is fundamental in laying the foundations

for an effective learning environment. On the other hand,

educational innovation encourages the use of new methodologies,

technologies and pedagogical approaches that promote meaningful

and developmental learning. Innovative practices in education

enable the design of inclusive educational programmes and the

complement each other to ensure quality education.