Browsing by Author "Sarchi Guerrero, Jhony Alejandro"

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    Educar para crecer: Estrategias innovadoras en la formación docente de Educación Inicial
    (YOL Editorial, 2024) Pineda Varela, Ramón Edecio; Castillo Brito, Eddybelleth Yemala; Cárdenas Pasato, Luis Eduardo; Calero Cisneros, Yadira Elizabeth.; Sarchi Guerrero, Jhony Alejandro
    El propósito de este libro es inspirar a los docentes y profesionales de la educación inicial a entender y valorar la importancia de su rol en la vida de los niños, y al mismo tiempo, ofrecerles herramientas y estrategias para enfrentar los desafíos que plantea este nivel educativo. Se trata de un llamado a la acción, a reconocer la trascendencia de la educación inicial como la base del desarrollo humano y a comprometerse con la construcción de una sociedad más justa, equitativa y preparada para el futuro. Este libro, “Educar para Crecer: Estrategias Innovadoras en la Formación Docente de Educación Inicial”, busca ser una guía práctica y teórica que impulse a los educadores a repensar sus prácticas y a contribuir al desarrollo integral de sus estudiantes desde un enfoque transformador.
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    Inteligencia artificial: impacto en la investigación y vinculación con la sociedad en la Enseñanza Técnica Superior
    (2025-06-04) Sarchi Guerrero, Jhony Alejandro; Soriano Centeno, Andrea Fernanda; Contreras Chiquito, Evelin Karina; Rojas Rojas, Justo Antonio
    This study examined how the use ofartificial intelligence (AI) influenced researchprocesses and community engagement in highertechnical education, focusing on the case of thehttps://doi.org/10.36996/delectus Instituto Superior Tecnológico Consulting GroupEcuador – Esculapio in Santo Domingo. A descriptivequantitative design was employed, and a validatedsurvey was administered to the institution’s 23faculty members. The 12‐item Likert‐scalequestionnaire explored instructors’ perceptions of AIin research and social engagement. The resultsshowed that most professors viewed theincorporation of AI positively: 66.7 % believed itimproved the quality of research projects, 58.4 % feltit facilitated the search for and organization ofacademic information, and 41.7 % perceived that itencouraged more innovative research. However, only75 % felt prepared to integrate these tools, and 66.7% highlighted associated ethical challenges.Likewise, 50% of participants indicated that AIstrengthened community processes, although only41.7 % had actually used it in practical activities.Additionally, 66.7 % emphasized the need to developnew communication strategies. It was concludedthat AI served as a valuable resource for optimizingresearch and community interaction, but itsimplementation required enhanced faculty training,the establishment of clear ethical frameworks, and areduction in the gap between perception andpractical application
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    La percepción de los docentes sobre las capacidades y desafíos asociados al uso de la inteligencia artificial generativa como práctica innovadora en la gestión docente
    (2025-05-14) Soriano Centeno, Andrea Fernanda; Sarchi Guerrero, Jhony Alejandro; Contreras Chiquito, Evelin Karina; Rojas Rojas, Justo Antonio
    This study analyzed the perceptions of faculty members at the Instituto Superior Tecnológico Consulting Group Ecuador –Esculapio, Santo Domingo Campus, regarding the capabilities and challenges associated with the use of generative artificial intelligence (GAI) as an innovative practice in teaching management. Using a quantitative, descriptive-correlational approach and cross-sectional design, a structured survey was administered to a purposive sample of 19 active faculty members. The results revealed a positive and significant correlation between knowledge of GAI and variables such as perceived benefits, willingness to change, and perception of institutional impact. In contrast, no significant relationship was found between knowledge and concerns or challenges, suggesting that the latter do not depend exclusively on the level of technological literacy. It is concluded that knowledge of GAI is a key factor for its appropriation in teaching practice, but that its implementation must be accompanied by comprehensive training processes that include both technical skills and ethical reflection. This study provides relevant evidence for the design of institutional policies aimed at strengthening the culture of innovation in Ecuadorian higher education.