Ecuador’s goals for equity and inclusivity: In-service teachers’ perspectives

Abstract

This study examines the perspectives of 45 Ecuadorian in-service teachers on recent educational reforms designed to foster vital and integral skills in K-12 students. Through focus group discussions, three themes emerged: pedagogy, assessment, and the whole-child approach. Teachers acknowledged the benefits of innovations such as the inclusion of transversal subjects, elective courses, and social-emotional learning and pointed out challenges related to teacher training, resource distribution, and implementation. Findings evidenced support for the transition to qualitative assessments and trimester schedules, but teachers expressed concerns regarding workload, subjectivity, and the integration of emotional learning surfaced. Data analysis suggests the reforms hold promise related to implementation of the whole-child approach, but their success depends on training, resources, and guidance to ensure effective and equitable implementation.