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ISTCGE Somos un Instituto Superior Tecnológica que apuesta por la formación de jóvenes y adultos que buscan un espacio de formación en la educación superior bajo estándares nacionales e internacionales que les permita desarrollar las capacidades, competencias y habilidades que demandan los sectores productivos y sociales del país.
Recent Submissions
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Inteligencia artificial: impacto en la investigación y vinculación con la sociedad en la Enseñanza Técnica Superior
(Instituto Nacional de Investigación y Capacitación Continua (INICC), 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 of artificial intelligence (AI) influenced research processes and community engagement in higher technical education, focusing on the case of the Instituto Superior Tecnológico Consulting Group Ecuador – Esculapio in Santo Domingo. A descriptive quantitative design was employed, and a validated survey was administered to the institution’s 23 faculty members. The 12‐item Likert‐scale questionnaire explored instructors’ perceptions of AI in research and social engagement. The results showed that most professors viewed the incorporation of AI positively: 66.7 % believed it improved the quality of research projects, 58.4 % felt it facilitated the search for and organization of academic information, and 41.7 % perceived that it encouraged more innovative research. However, only 75 % felt prepared to integrate these tools, and 66.7 % highlighted associated ethical challenges. Likewise, 50% of participants indicated that AI strengthened community processes, although only 41.7 % had actually used it in practical activities.
Additionally, 66.7 % emphasized the need to develop new communication strategies. It was concluded that AI served as a valuable resource for optimizing research and community interaction, but its
implementation required enhanced faculty training, the establishment of clear ethical frameworks, and a reduction in the gap between perception and practical 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
(Revista Científica de Innovación Educativa y Sociedad Actual "ALCON", 2025) 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.
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Ruray Ñan: impulsando la educación rural con tecnología Offline en las comunidades de Puéllaro, Quito
(Polo de Conocimiento, 2025-07-21) Tamayo Ruiz, Carlos; Paz Salas, Nataly
Rural education in Ecuador faces significant challenges due to the lack of access to digital tools, which limits learning opportunities and keeps students dependent on less interactive traditional methods. In the Metropolitan District of Quito, the schooling level in rural areas is 9.61 years, lower than the 11.14 years in urban areas, due to factors such as limited accessibility to quality institutions, insufficient financial resources, and limited educational opportunities. Although offline methods such as radio programs, educational television, and printed materials have been implemented, these solutions have failed to meet the educational needs of the rural population. Given this, this project aims to design a technological-educational program with offline resources called Educar sin Fronteras (Educate Without Borders) for the communities of Puéllaro, a rural parish in Quito, using the Neobook platform to improve the quality of rural education in an accessible, inclusive, and equitable manner, regardless of the available technological infrastructure. The methodology used for this work focuses on non-experimental and descriptive research design, with a quantitative and qualitative approach, carried out in the following phases: Phase I: Diagnose the educational needs of the Puéllaro communities; Phase II: Design adapted digital educational content for the Neobook platform; Phase III: Implementation of the Neobook platform.
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Evaluación bibliométrica y funcional del sistema Ruray Ñan-Neobook: Implementación de recursos educativos adaptativos para solventar necesidades detectadas en diagnósticos pedagógicos
(Editorial Scientific Future, 2025-07-23) Tamayo Ruiz, Carlos; Paz Salas, Nataly
This article analyzes the implementation and evaluation of an educational system developed in Ruray Ñan-Neobook, aimed at addressing diagnosed pedagogical needs in elementary school students. A bibliometric approach is used to support the relevance and relevance of adaptive educational technologies, followed by an experimental phase to measure improved student performance. The study includes system validation, data collection through pre- and post-tests, and statistical analysis of the results. The objective of this study is to analyze the Ruray Ñan-Neobook system from a bibliometric and functional perspective, through a comprehensive evaluation that considers its theoretical foundation and practical applicability, in order to determine its effectiveness as an adaptive educational resource in addressing needs identified through pedagogical diagnoses in vulnerable educational contexts. The methodology has a mixed approach and consisted of four phases: 1) Geospatial analysis with ArcGIS; 2) System development in Ruray Ñan-Neobook; 3) Functional evaluation using the MOSCA SED methodology; 4) Measurement of pedagogical impact with pre- and post-tests. The results show that the Ruray Ñan-Neobook system improved the motivation, understanding, and autonomy of students in vulnerable contexts. Its implementation facilitated personalized learning, offline use, and greater educational inclusion. Teachers and students recognized its usefulness in responding to real needs in the environment. In conclusion, Ruray Ñan-Neobook is an effective and replicable solution for vulnerable contexts. Its adaptive and contextual approach improves learning and promotes more inclusive and equitable education
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Factores Estresores Presentes en los Estudiantes de Enfermería del Instituto Tecnológico Superior Consulting Group Ecuador, Sede Matriz Quito, Durante sus Prácticas Profesionales.
(Instituto Superior Tecnológico Consulting Group Ecuador, 2025-05-12) Manzaba Navarrete, Junior Javier; Tovar Rodríguez, Ruth Ebelia