Revista Killkana Sociales Vol. 8, No. 1, enero-abril, 2024
Education and culture in times of Covid in Ecuador
1
Artículo de Investigación. Revista Killkana Técnica. Vol. 6, No. 2, mayo-agosto, 2022.
ISSN 2528-8024. ISSN Elect. 2588-0888. Universidad Católica de Cuenca
Education and culture in
times of Covid in Ecuador
Educación y cultura en tiempos
de Covid en Ecuador
Giancarlo Giorgio De Agostini Solines
Universidad Católica de Cuenca
giancarlo.deagostini@ucacue.edu.ec
https://orcid.org/0000-0002-2886-0294
DOI: https://doi.org/0.26871/killkanasocial.v8i1.1240
Artículo editorial. Revista Killkana Sociales. Vol. 8, No. 1, pp. 1-12, enero-abril, 2024.
p-ISSN 2528-8008 / e-ISSN 2588-087X. Universidad Católica de Cuenca
ABSTRACT
The objective of this article is to identify how the current educational system in Ecuador,
as well as the world crisis of the Covid-19, propitiated a divergent path to the established
traditional education in reference to the need of a distance modality supported by the new
information and communication technologies, derived in the so-called online education, and
with it, the new trends and formative needs that it demands to the new educational actors,
teachers and students, to reach an adequate coupling in the teaching-learning processes
mediated by technology. The aspect of cultural development is necessarily grafted in the
Editorial
Revista Killkana Sociales Vol. 8, No. 1, enero-abril, 2024
Giancarlo Giorgio De Agostini Solines
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conditioning factors of the new proposal, as an element of relevant importance that, as a
transversal axis, supports the training for an effective insertion of the country’s education
in the so-called global village, which requires the management of various pedagogical,
technical, technological, scientic and social skills in favor of an effective intercultural and
global action, in a country that by its own characteristics is multicultural, multiethnic and
plurinational.
Key words: Covid; Education; ICT; Pandemic; Virtual.
RESUMEN
El objetivo de este artículo es identicar cómo el actual sistema educativo en el Ecuador,
así como la crisis mundial de la Covid-19, propiciaron un camino divergente a la educación
tradicional establecida, en referencia a la necesidad de una modalidad a distancia que apoya-
da en las nuevas tecnologías de la información y comunicación, derivan en la denominada
educación en línea, y con ello, las nuevas tendencias y necesidades formativas que requieren
los nuevos actores educativos, docentes y estudiantes, para alcanzar un adecuado acopla-
miento en los procesos de enseñanza-aprendizaje mediados por la tecnología. El aspecto del
desarrollo cultural se inserta necesariamente en los condicionantes de la nueva propuesta,
como un elemento de relevante importancia que, a manera de eje transversal, atraviesa la
formación para una efectiva inserción de la educación del país en la llamada aldea global,
que requiere del manejo de diversas competencias pedagógicas, técnicas, tecnológicas,
cientícas y sociales en pro de una efectiva acción intercultural y global, en un país que por
sus propias características es multicultural, multiétnico.
Palabras clave: Covid; Educación; Pandemia; TIC; Virtual.
1. Introduction
Culture and education are fundamental elements to achieve greater peace and the develop-
ment of our countries in all senses: human, social, economic, productive and technological.
International educational research has shown that “each additional year of basic education
strengthens a person’s skills and abilities, which in turn increases his or her productivity and
earning capacity...” Therefore, improving the quality and access to education constitutes
strategic goals for the country with important long-term social and economic impacts”, even
more so, when Ecuador is one of the signatory countries of the World Declarations of Educa-
tion for All
1
(Jomtien 1990, Thailand
2
), but continues to have drawbacks in an education for all.
In spite of this, qualitative and quantitative deciencies continue to be observed at
all educational levels. One of the consequences of this problem is the large number of young
people and adults who are unable to complete secondary education due to multiple social,
1 https://www.humanium.org/en/world-declaration-on-education-for-all/
2 https://bice.org/app/uploads/2014/10/unesco_world_declaration_on_education_for_all_jomtien_thailand.pdf
Revista Killkana Sociales Vol. 8, No. 1, enero-abril, 2024
Education and culture in times of Covid in Ecuador
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economic, technological and personal reasons, and for whom a quality face-to-face or “onli-
ne” compensatory education offer is restricted and not always available in public schools.
In this context, the advance of New Information and Communication Technologies
(ICT) is opening new possibilities for education. However, the prole of online study programs
tends to be elitist due to several factors: on the one hand, educational programs using state-
of-the-art information technology are generally carried out by private for-prot institutions
or are aimed at the university and graduate level, with extremely high costs for the majority
of the Latin American population.
It is also worth mentioning that the current state policy has exempted the subject
of computer science from the curriculum, an aspect that shows an incompatibility between
the scientic and technological development of contemporary society and the basic and
secondary educational proposal of our country. This aspect derives in the computer illiteracy
that students acquire when they emerge from the state secondary education and is evident
when they enter the labor or higher education system, which sometimes must face this lack
through courses, especially with regard to distance and online education.
In addition, the use of the Internet for ecient online education is oriented more
to personal social communication activities than to educational uses, and there are few
personnel and educational institutions dedicated to research and serious application of
ICTs for educational purposes.
This results in a situation of a growing digital divide, especially for disadvantaged
social groups. Therefore, the development of quality virtual academic programs at affordable
prices is essential, especially those aimed at low-income, vulnerable sectors with less access
to technology, such as sectors of diverse nationalities and indigenous natives
3
.
This modality of quality online studies, economic and with scholarships, has been
implemented by the “Colegio Virtual Iberoamericano” (https://cvi.edu.ec) since 2004; this
online educational project will give the possibility of nishing basic and high school studies
to those sectors of the population that traditionally have been neglected by the public educa-
tional system for reasons of distance, work, age, disability, economic or discrimination of
any kind.
More and more young people are forced to drop out of school, also because they leave
the country for migratory reasons and face hostile environments in which they have neither
the right to claim education nor the economic possibility of obtaining it.
This situation is generating an increase in school dropout rates at all levels and will
have immediate and future repercussions on the social and economic situation of migrants
by reducing the real capacities to access better jobs.
With the arrival of the pandemic caused by COVID-19, the world had to adapt to new
educational modalities to carry its processes, at the individual and social level; under this
situation, teaching made its way in the midst of uncertainty, fear and the ravages of the
3 Source: SIISE - MCDS 2008 Note: The Peoples and Nationalities correspond to the Awá, Chachi, Epera,
Tsáchila, Ai Cofán, Secoya, Siona, Huaorani, Shiwiar, Zápara, Achuar, Shuar and Kichwa nationalities and the
Manta-Huancavilca-Puná people.
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pandemic to adapt traditional courses to the “online” modality. Many had not even known
this modality, others lacked the strategies to be able to develop and design them, and seve-
ral without a clear methodology in their classes, being the role of the teacher much more
challenging in this context where we have to:
“Think didactics as a way to install the debate about the problems of teaching,
the diculties of the teaching job and the student’s task, from a perspective that
focuses on training, education and didactics” (Diaz Barriga, 2009, p. 311).
Educational institutions entered into a shock forcing them to act immediately, with
processes of pedagogical containment for students at all educational levels, making their
way through the crisis with virtual (online) accompaniment, of which it will not be known
until a few years, what results they will yield. The recording of these activities at a time of
crisis leads to an understanding of the context in which the events arose and the response
mechanisms that many teachers generated from the crisis, which has certainly allowed the
search for:
“the creation of better conditions for learning based on the stimulation of positive
motivation, the relationship between knowledge aimed at producing deep learning
and facilitating the transfer of learning by orienting teaching to the consideration
of authentic problems of everyday life that are, in fact, always interdisciplinary
(de Camilloni, 2010, p. 66).
University education in a new scenario
The new scenario in which education has been placed by the pandemic caused by COVID-19
is shaking families, institutions and the very lives of teachers and students. This unforeseen
crisis has put human life at serious risk with an impact that is affecting all spheres of exis-
tence and the whole world.
The critical situation we are experiencing has led to the collapse of what was known
as normality: personal and family behaviors, institutional customs, etc., have had to be
modied. The crisis has meant isolation, paralysis, uncertainty, rupture, fear, restriction of
one’s freedom of movement, communication and relationships.
The forms of communication among peers, work modalities, affective expressions,
family relationships and even funeral rites had to be transformed; not only that, but thousands
of people have had to die in absolute loneliness and without saying goodbye to their loved
ones. This experience has provoked anxiety, anguish, bitterness and fear in millions of people.
The crisis caused by this pandemic generated a worldwide economic downturn,
affecting developing countries the most. Evidence of this is the return to poverty of many
families who had moved into the middle class in the last decade. According to data from the
National Institute of Statistics and Census (INEC), in September 2020, the unemployment rate
reached 6.6% nationally, having as effects on many people, including young people, the loss
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Education and culture in times of Covid in Ecuador
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of faith in God, in institutions, loss of the meaning of life, dreams and desire to overcome. The
virus has demolished ideological, economic and power securities and has brought back fear.
On the other hand, this crisis has brought down the quality of many educational
institutions at all levels, revealing the great limits of education and challenging us to rethink
our own functioning in the context of the opportunities offered by the new communication
technologies. Along the same lines, the university has had to face new technological, didactic,
andragogical and unprecedented challenges of immediate competences.
For the vast majority of young people going through higher education, the impact of
this crisis made them feel a lack of certainty, fear, distrust in the future and lack of emplo-
yability. According to INEC
4
, around one million young people, between 21 and 30 years of
age, do not have adequate employment.
Several of them are young people with high-level postgraduate degrees, unemployed
and dependent on their parents. This reality threatens the hope of the new generations, but
also questions the model of training professionals that are being promoted; in particular,
more oriented towards employment than entrepreneurship. This worsens if we look at the
data showing that the health crisis has increased the processes of exclusion and margina-
lization (Farfán 2020, p. 4).
Thus, the connement caused by the pandemic COVID has become a fundamental
challenge for teaching. Education itself has changed by opening other spaces different from
those we were traditionally used to; in fact, change is constituted as a constant in today’s
education:
“Education systems across the world are working to react to the unexpected
outbreak of the COVID-19 pandemic. By April 9, 2020, 188 countries have taken
steps to implement nationwide closures of educational and learning institutions,
whether kindergartens, schools, vocational colleges or universities” (UNESCO,
2020, p. 3).
Currently, educational practice requires generating didactic processes that allow
the student to adapt to the new normality and meet the requirements of institutional and
national curricula, taking into account that it is not only the teacher who is obliged to generate
adaptation processes, but also that students must adapt to these new ways of interacting
in the educational process:
“Students have also had to make an effort to adapt to what for many of them are
new formulas for teaching and learning” (UNESCO, 2020, p. 19).
In Ecuador, during the context of the pandemic, public policies have had to be structu-
red to contribute to the reduction of the spread of the virus, prohibiting face-to-face classes
throughout the Ecuadorian educational system. On the other hand, teachers and students,
in the face of the serious crisis caused by COVID-19, had to adopt new teaching-learning
4 Instituto Nacional de Estadística y Censos (National Institute of Statistics, Ecuador)
Revista Killkana Sociales Vol. 8, No. 1, enero-abril, 2024
Giancarlo Giorgio De Agostini Solines
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methodologies in order to respond to curricular criteria that were not foreseen before the
appearance of the health crisis, even limiting components that make it possible to generate
quality education, such as the practical component. .
2. Supply and demand analysis
The World Bank report on poverty in Latin America mentions the following: “Latin America
and the Caribbean suffer the highest repetition and dropout rates in the world [18]. Half of the
children who start the rst year of school never nish the fourth year. However, the pandemic
produced an increase in online university careers [5], it also resulted [16] in low academic
performance, both factors associated with the likelihood of belonging to the low-income
sector.” “Research evidence reveals a complex relationship between health and acade-
mic performance. Studies show a signicant correlation between academic performance
and health problems such as mental illness, depression and anxiety, vision and oral health
problems, asthma, teenage pregnancy, malnutrition, obesity, chronic stress, unsafe sexual
activity, unhealthy eating, physical inactivity, substance abuse, aggression and violence,
promoting an unpeaceful social community”
5
, this being the situation of life today in Ecuador.
With the “pandemic” (2020) 150,000 students dropped out of school in Ecuador alone,
expecting to lose 90,000 during 2021
6
and 31% of girls do not nish high school
7
. Another
cause of dropout is the lack of interest because most public schools do not have motivating
pedagogical methodologies. If we add to this statement that authoritarianism and psycho-
logical mistreatment of students is a constant in thousands of our rural and urban schools,
it is easy to understand the condition of intellectual poverty in the country and therefore
another reason for the ow of Ecuadorian emigrants to more developed countries.
Concluding, in Ecuador, school children between 6 and 12 years of age number approxi-
mately 1,639,528 and only 66.8% complete their primary studies; when reviewing the statisti-
cal data on secondary education, the gure changes substantially since, out of a population
of 1,556,383 between 12 and 18 years of age, only 22% complete secondary education. This
leaves 1,213,978 Ecuadorians out of the educational system. These alarming data conrms
what was previously stated by the World Bank
8
, in relation to the levels of education and
poverty in Latin America and Ecuador.
3. Environmental impact
5 https://www.primicias.ec/noticias/sociedad/clases-abandono-desercion-escuelas-covid/
6 https://www.primicias.ec/noticias/sociedad/clases-abandono-desercion-escuelas-covid/
7 https://borgenproject.org/tag/girls-education-in-ecuador/
8 https://borgenproject.org/tag/girls-education-in-ecuador/
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Education and culture in times of Covid in Ecuador
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The environmental impact, in terms of the use of renewable and non-renewable natural
resources, is almost null because the project
9
“Online Virtual Education System” via Internet
does not use elements that generate waste or residues.
The entire academic process, that is, the study resources used such as: guides, books
and other bibliographic material, are stored in the Virtual Classroom System or Educational
Platform
10
via the Internet, avoiding the use of paper and the unnecessary generation of waste.
The effect of ICTs on the environment is positive in the different social spheres becau-
se it facilitates “the realization of videoconferences, cyber teaching, online events and virtual
communications, which generates a decrease in expenses and travel times of people, which
has a direct impact on the reduction of fuels”[12] as well as the means of transportation;
thus, the new teaching-learning format reduces energy consumption and pollution from the
moment the resources are used in situ, that is, from home or oce.
The benets offered by ICT for the environment go hand in hand with the identication
of the demands of the time, so that new ways to reduce the harmful effect on the environment
appear. Currently, there are sustainable means such as: the cloud or ecient servers for
information storage, task loading in virtual classrooms, classication of unnecessary tasks
for institutions or companies, non-duplication of data and awareness of the reduction of the
environmental impact caused by ICTs [12]. These solutions are considered environmentally
friendly as opposed to the use of traditional information resources.
It is worth mentioning that another signicant contribution of the Project [4] are
the Degree Theses, conceived as Social Management, Cultural Tourism and Sustainable
Development Projects, oriented to the preservation of the ecosystem, the social environ-
ment and quality cultural management, strengthening elements of local cultures. Several
of these projects have received nancial support from various international organizations.
4. Cultural management
Implicit in the national education system is a limited vision of what constitutes Cultural
Management, which is expressed in the norms, practices and attitudes that regulate the
relations between the different sectors of society and the native nationalities. Likewise,
there is no clear vision of the role that culture can play in the country’s democratic cohesion
processes, i.e., the importance of preserving the natural, cultural, tangible and intangible
heritage, identities and other cultural manifestations.
This vision is part of the traditional reductionist conception of culture that is limited
to “disciplinary practices”, as well as to a whole set of values that do not recognize identities,
diversity and respect for “otherness”. The canons of this type of traditional, unidirectional and
excluding culture are reproduced in the current educational system, homogenizing behaviors,
indifferent to the multiple cultures and nationalities that exist in the country.
9 https://www.cvi.edu.ec/
10 https://moodle.org
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In addition, the Ecuadorian teaching profession, especially in public education, has
been losing the leadership space obtained in past decades, among other factors due to the
decrease in resources allocated to education and the economic crisis that has not only hit
the family economy of teachers, but has devalued their own practice. Lacking opportunities
for training, developing their interest in knowledge and creative activities, they are unable
to assume a critical position prone to change. Most teachers have not had the opportunity
to appropriate culture as one of the key elements of the educational process, nor have they
been provided with the necessary tools to do so.
On the other hand, the Ecuadorian State has not always assumed education and culture
as a crucial State policy capable of generating human capital as a strategic factor for the
country’s development. Under these conditions, the knowledge gap (cultural, scientic and
technological) becomes even wider, and the capacity to accumulate cultural capital capable
of competing in the context of globalization, more distant.
It is also worth mentioning the excess of bureaucracy in basic and secondary educa-
tion, an aspect that wears out teachers immersed in a system that occupies most of their time
in planning and structuring evidence of all kinds in reference to their teaching management
activities, signicantly weakening their pedagogical, investigative and formative praxis, the
consequence of which is suffered, without remedy, by the students.
The system also suffers from an excess of pretension of solutions to Special Educa-
tional Needs at the classroom level, in which the teacher has to inuence and face competent
situations in medicine, nutrition, psychology, psychiatry, social work, computer science, law,
conciliation, among others.
Certainly, there have been several attempts that have involved the Civil Society to
place the concern for education in the National Agenda through the “Consulta Educativa
Siglo XXI”
11
and later, the generation of innovative spaces such as the “Contrato Social por la
Educación”
12
or the “Foro de Ex Ministros de Educación y Cultura” (Forum of Former Ministers
of Education and Culture) , which have sought to draw attention to the need for education
which have sought to draw the attention of the State and society as a whole to the impor-
tance of education and culture.
In addition, efforts have been made by the population itself to raise the educational
and cultural level of children and young people in unfavorable circumstances: lack of previous
cultural capital, lack of libraries, diculties in nancing the permanence of young people in
the regular school system through scholarships.
Culture and education have become an important part of the concerns of public
opinion, largely due to the increase in social, ethnic and gender demands that have led to
an understanding of the role that education and culture play in the processes of formation
of national identities and the construction of democracy.
11 https://www.21c-learning.com/consulting/
12 http://contratosocialecuador.org/images/publicaciones/cuadermos/6.pdf
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Education and culture in times of Covid in Ecuador
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However, there is not enough clarity on how education and culture can be part of
public policies and educational processes, and even what should really be understood by
education and cultural processes in a contemporary society, such as ours.
Nor has there been a concern to form a high-level group of experts capable of reecting
on these issues and designing policies in these elds. It is hoped that the pressing political
processes that Ecuador is undergoing and the new perspectives in this eld will be a fertile
ground for orienting education and culture towards excellence. Studies should be widely
implemented with a modality mediated by educational information technology through the
Internet (e-Learning) that allows autonomous study, adaptable to the times and places,
available to students, anywhere, at any time and under any weather conditions.
An online educational system with technological applications for teaching, personali-
zed follow-up and means of verication, control and evaluation of learning from a construc-
tivist socio-critical pedagogical perspective, must be present in all corners of the country
through technical online education and the training of new teachers.
5. An additional element
What is and what is not the “online” modality of virtual learning? In general, online courses are
digital educational events prepared with resources and activities that are usually incorpora-
ted into an online course management system, also called “educational platform”, to design
interactive and cooperative activities between students and teachers within the system.
There are basically two types of platforms: LMS (Learning Managing System) to work
with small groups of up to fty participants, preferably less (25), and MOOCs (Massive Open
Online Courses) that can work with up to 100,000 students, certainly with a different metho-
dology. The resources used such as forums, assignments, collaborative study groups, videos,
images, surveys, infographics, questionnaires, exams, among others, inside and outside the
platform, are used to carry out activities that lead to generate participatory discussions,
develop case studies, perform reective analysis in an exchange of methodological techni-
ques to achieve an environment of “action-reection-action”.
It is desirable to enable students to discover and develop knowledge, induced and
facilitated by the teacher, through appropriate techniques, as opposed to covering memo-
rized material.
The preparation and inuence of the teacher to motivate students through metho-
dologies that include active activities and especially formative assessment processes [6],
such as problem and project-based learning [7, 8, 11] with inquiry activities [1, 9, 14], is
important. The graphic line is also of crucial consideration because we want to motivate
the learner with images, videos and other resources, taking care not to turn the module or
course into a circus.
Finally, what is not an online modality? It is denitely not the traditional videoclasses
through videoconferences in real time, so widespread today; these can be used to clarify
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Giancarlo Giorgio De Agostini Solines
10
concepts, address concerns, or specic situations, i.e. real tutorials in what we could call
‘oce hours of students’ [2]; nor is it a repository of endless documents to read and videos
beyond the ten minutes, as I observe in several university courses and even less a long series
of “talking heads” on video conferences.
The educational virtual classroom has to be a body of ‘human’ teachers dedicated
[10] [15, 12, 17, 23] to their students’ learning.
Some advantages of e-Learning:
1. Highly collaborative and interactive learning.
2. Use of emerging and advanced technologies.
3. Increased use of collaborative skills for learner-centered strategies.
4. Development of competencies for online learning.
5. Overcoming the digital divide.
6. Learning with ICT tools.
7. Time management.
8. Tutor intervention at any time of the day, every day.
9. Constant feedback.
10. Encourages teamwork.
It is observed that the “pandemic” limited the use of educational platforms [3] because
of the widespread use in real time of video classes, so in order to fulll everything mentioned
in this paper, one more element is missing, which is the instruction of teachers with a solid
and quality system of training courses through an actual online methodology; not one or two
courses, I would suggest at least six of them, up to a maximum of twelve; a list is presented
below:
List of suggested courses:
1. Distance education
2. Group processes for online communication
3. Instructional systems design
4. Distance services for the learner
5. Online learning techniques - theory
6. Online learning techniques - laboratory
7. Online evaluation strategies
8. Communication technologies and distance learning
9. An introductory adventure to HTML
10. Fundamentals of statistics
11. Research Methodology
12. Individual evaluation project
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Education and culture in times of Covid in Ecuador
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6. Conclusion
As a conclusion, we would like to highlight that a solution to the above mentioned problem,
being one of the main problems in Ecuador, the Region and other countries suffering the
same situation, will be the implementation of online schools, in addition to preparing excellent
teachers for this modality, with several online technical courses, systemically well designed,
as mentioned and pointed out. Advanced evaluation methods must also be improved towards
more formative models with respectful, humane and creative environments.
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Recibido: 10 de febrero de 2023
Aceptado: 18 de diciembre de 2023
