Educational inclusion in basic general education: strategies and challenges for ensuring school equity in Guayaquil

Abstract

This study examines educational inclusion in Basic General Education in public institutions of the Ximena parish in Guayaquil, Ecuador, focusing on the strategies implemented and the ongoing challenges to ensure school equity. Using a mixed-methods approach, quantitative tools (surveys for teachers and students) and qualitative techniques (interviews, focus groups, and participant observation) were employed to understand the phenomenon comprehensively. The findings reveal that, despite a favorable normative framework, its implementation faces significant barriers, including insufficient teacher training, lack of adapted resources, and weak family involvement. A positive correlation was found between inclusion-related training and students’ perceptions of their school experience. Noteworthy inclusive practices, such as the use of visual aids and cooperative methodologies, were observed, although they remain isolated and lack institutional support. The discussion connects these findings with recent literature, highlighting the urgency to transform school cultures, revise institutional policies, and empower the educational community. In conclusion, achieving educational inclusion in Guayaquil calls for profound and sustained educational reforms grounded in ethical commitment to social justice. The study suggests future research lines focusing on rural contexts and the longitudinal assessment of inclusive strategies.