Cognopolis
Revista de educción y pedagogía
Vol. 3(3), 38-62, 2025
https://doi.org/10.62574/s7gv9q44
38
Educational proposal for training responsible citizens through road safety
education in Ecuadorian schools
Propuesta pedagógica para la formación de ciudadanos responsables
desde la educación vial en escuelas ecuatorianas
Solange Katherine Mendoza-Loor
sol_kml1981@hotmail.com
Ministry of Education - Zone 1 - District 08D04 - Quininde, Esmeraldas, Ecuador
https://orcid.org/0009-0005-8997-9992
Iris Yessenia Pérez-Molina
irisyess@hotmail.com
Ministry of Education - Zone 1 - District 08D04 - Quininde, Esmeraldas, Ecuador
https://orcid.org/0009-0009-8471-8418
Alexandra Isabel Pazmiño-Castañeda
litzurali@hotmail.com
Ministry of Education - Zone 1 - District 08D04 - Quininde, Esmeraldas, Ecuador
https://orcid.org/0009-0000-2116-4416
Katty Alexandra Mero-Chávez
katty1980@hotmail.es
Ministry of Education - Zone 1 - District 08D04 - Quininde, Esmeraldas, Ecuador
https://orcid.org/0009-0001-9354-4837
ABSTRACT
Traffic accidents are a priority issue in Ecuador, mainly affecting the young and economically active
population. The aim of this research was to develop a comprehensive educational proposal for training
responsible citizens through road safety education in Ecuadorian schools. A systematic review was
conducted following PRISMA criteria, analyzing 25 specialized references published between 2012 and
2025, including national and international studies. The results present a proposal structured around five
strategic areas: specialized teacher training, cross-curricular design, implementation of interactive
technological resources, active community participation, and continuous evaluation of educational impact.
International evidence confirms that systematic road safety education programs significantly reduce risky
behavior and generate multiplier effects in family and community settings. Implementation requires
substantial changes in teacher training, curriculum design, and the availability of technological resources,
demanding institutional commitment and sustained strategic planning.
Descriptors: civic education; moral education; motor vehicles. (Source: UNESCO Thesaurus).
RESUMEN
Los accidentes de tránsito constituyen una problemática prioritaria en Ecuador, afectando
principalmente a población joven y económicamente activa. Esta investigación tuvo por objetivo
desarrollar una propuesta pedagógica integral para la formación de ciudadanos responsables
desde la educación vial en escuelas ecuatorianas. Se realizó una revisión sistemática siguiendo
criterios PRISMA, analizando 25 referencias especializadas publicadas entre 2012 y 2025,
incluyendo estudios nacionales e internacionales. Los resultados presentan una propuesta
estructurada en cinco ejes estratégicos: formación docente especializada, diseño curricular
transversal, implementación de recursos tecnológicos interactivos, participación comunitaria
activa y evaluación continua del impacto educativo. La evidencia internacional confirma que los
programas sistemáticos de educación vial reducen significativamente comportamientos
riesgosos y generan efectos multiplicadores hacia ámbitos familiares y comunitarios. La
implementación requiere transformaciones sustanciales en formación docente, diseño curricular
y disponibilidad de recursos tecnológicos, demandando compromiso institucional y planificación
estratégica sostenida.
Descriptores: educación ciudadana; educación moral; vehículo automotor. (Fuente: Tesauro
UNESCO).
Received: 07/09/2025. Reviewed: 07/14/2025. Approved: 08/19/2025. Published: 09/08/2025.
Research articles
Cognopolis
Revista de educción y pedagogía
Vol. 3(3), 38-62, 2025
Propuesta pedagógica para la formación de ciudadanos responsables desde la educación vial en escuelas
ecuatorianas
Educational proposal for training responsible citizens through road safety education in Ecuadorian schools
Solange Katherine Mendoza-Loor
Iris Yessenia Pérez-Molina
Alexandra Isabel Pazmiño-Castañeda
Katty Alexandra Mero-Chávez
39
INTRODUCTION
Over the last few decades, the number of road accidents in Ecuador has grown
exponentially, making this issue an unavoidable national priority. Official records
show that traffic accidents are one of the leading causes of mortality and morbidity
in Ecuador, particularly affecting the young and economically active population.
This reality transcends the health sphere to become an educational challenge
that requires comprehensive responses from the national education system.
Understood as a pedagogical process aimed at developing the knowledge, skills,
and values necessary for safe participation in road traffic, traffic education is a
fundamental strategy for addressing this crisis. In this context, it is worth noting
that Algora-Buenafé et al. (2017) identified alarming trends in road accidents in
Ecuador during the period 2000-2015, revealing the urgent need to implement
preventive measures from the earliest stages of education. In line with this,
Aguilera-Almeida and Alcívar-Junco (2024) examined the legal and constitutional
dimensions related to traffic accidents in the country, highlighting the importance
of addressing this issue from multiple perspectives, including education.
International studies show that road safety education programs implemented in
school settings produce significant positive changes in student behavior and
attitudes. Specifically, it is worth noting that Alonso et al. (2018) demonstrated
that road safety education significantly reduces risky behavior in Spanish children
and adolescents, while Ben-Bassat and Avnieli (2016) found that these
interventions also favorably modify the behavior of families. Complementarily,
Kourmousi et al. (2024) evaluated the effectiveness of interactive road safety
education programs in Greek educational institutions, confirming their
transformative potential.
Likewise, the work carried out by Marín-Escobar et al. (2022) in the Colombian
context revealed significant effects of road safety training programs on student
attitudes and knowledge, while Nawaz et al. (2025a) explored gamified
Cognopolis
Revista de educción y pedagogía
Vol. 3(3), 38-62, 2025
Propuesta pedagógica para la formación de ciudadanos responsables desde la educación vial en escuelas
ecuatorianas
Educational proposal for training responsible citizens through road safety education in Ecuadorian schools
Solange Katherine Mendoza-Loor
Iris Yessenia Pérez-Molina
Alexandra Isabel Pazmiño-Castañeda
Katty Alexandra Mero-Chávez
40
approaches to digital road safety education, demonstrating the methodological
versatility available. This international background provides solid evidence of the
effectiveness of systematic road safety education, establishing theoretical and
empirical foundations for its implementation in the Ecuadorian context.
However, it should be noted that Oñate-Cervantes (2022) identified substantial
limitations in Ecuador's public road safety policies from the perspective of citizen
education, highlighting the need to strengthen current pedagogical approaches.
In line with these approaches, the results of Chifla-Villon (2025) analyzed road
safety education as a means of persuasion in university student environments,
suggesting the need for earlier and more systematic interventions.
The purpose of this research is to develop a comprehensive pedagogical
proposal for the training of responsible citizens through road safety education in
Ecuadorian schools.
Theoretical framework
Conceptual foundations of road safety education
Road safety education is a specialized field of pedagogy that integrates
knowledge, skills, and values aimed at developing safe and responsible behavior
in public spaces. In this regard, Pacheco-Cortés (2017) argues that road safety
education in the digital age should be conceptualized as a permanent process
that transcends traditional approaches focused exclusively on normative traffic
knowledge. From this perspective, the author proposes a comprehensive
approach that incorporates road safety culture and ongoing training as essential
components.
In relation to the above, the research carried out by Poó et al. (2015) delves into
the relationship between road safety education and mobility during childhood,
establishing that educational programs must consider the developmental
characteristics of students to maximize their effectiveness. The authors
emphasize that road safety education for children requires methodologies
Cognopolis
Revista de educción y pedagogía
Vol. 3(3), 38-62, 2025
Propuesta pedagógica para la formación de ciudadanos responsables desde la educación vial en escuelas
ecuatorianas
Educational proposal for training responsible citizens through road safety education in Ecuadorian schools
Solange Katherine Mendoza-Loor
Iris Yessenia Pérez-Molina
Alexandra Isabel Pazmiño-Castañeda
Katty Alexandra Mero-Chávez
41
specifically designed for each stage of cognitive and social development,
recognizing that children gradually build their understanding of the road
environment.
From a technological perspective, it is worth mentioning that Fernández-Escobar
et al. (2017) propose teaching-learning models assisted by three-dimensional
technologies for road safety education, arguing that these tools significantly
increase the effectiveness of the training process. Their proposal integrates
elements of virtual reality and simulation that allow students to experience road
situations in a safe and controlled manner, facilitating experiential learning
without exposure to real risks.
Complementing these perspectives, Abdellah and Rachid (2021) conducted a
situational analysis of road safety education in Moroccan primary schools,
identifying determining factors that influence the successful implementation of
educational programs. Their research reveals the importance of considering
contextual, cultural, and socioeconomic variables in the design of educational
interventions, an aspect that is particularly relevant for the adaptation of programs
in diverse contexts such as Ecuador.
Methodological approaches in road safety education
The specialized literature identifies various methodological approaches for the
implementation of school road safety education programs. In this regard, Deepika
et al. (2023) developed protocols for teacher-led activity-based learning,
emphasizing the importance of the educator's mediating role in the training
process. Their methodological proposal integrates active learning strategies that
encourage student participation and collaborative knowledge building.
In the specific context of physical education in schools, Follana-Soler et al. (2024)
conducted a literature review on road safety education in primary schools,
identifying opportunities for the cross-curricular integration of road safety content
into different areas of the curriculum. The authors highlight that physical
Cognopolis
Revista de educción y pedagogía
Vol. 3(3), 38-62, 2025
Propuesta pedagógica para la formación de ciudadanos responsables desde la educación vial en escuelas
ecuatorianas
Educational proposal for training responsible citizens through road safety education in Ecuadorian schools
Solange Katherine Mendoza-Loor
Iris Yessenia Pérez-Molina
Alexandra Isabel Pazmiño-Castañeda
Katty Alexandra Mero-Chávez
42
education offers ideal opportunities for the development of psychomotor skills
related to road safety, including coordination, balance, and spatial perception.
Likewise, gamification emerges as a promising methodological strategy
according to Nawaz et al. (2025b), who developed playful approaches to digital
road safety education aimed at secondary school students. Their research
showed that game elements increase student motivation and facilitate the
retention of road safety knowledge, especially when combined with interactive
technologies and immediate feedback systems.
With regard to digital tools, it is worth noting that the research by Zulkifli et al.
(2021) evaluated the satisfaction and learning performance of primary school
students who used educational software specialized in road safety, confirming
the effectiveness of these tools when they are appropriately designed for the
characteristics of the users. Their results suggest that well-designed educational
technology can overcome the limitations of traditional approaches ( ), especially
in terms of student motivation and engagement.
Family and community impact of road safety education
Road safety education in schools has effects that transcend the individual sphere
to impact family and community dynamics. In this regard, Ben-Bassat and Avnieli
(2016) documented that road safety education programs aimed at kindergarten
children positively modify the behavior and knowledge of their parents,
demonstrating a significant multiplier effect. This phenomenon suggests that
children act as agents of change in their homes, transmitting knowledge and
promoting safe practices.
Complementarily, Joubert et al. (2012) analyzed the paradoxical situation of road
safety education in rural South African schools, identifying specific challenges
related to limited road infrastructure and the socioeconomic characteristics of
these communities. Their research reveals that rural road safety education
requires methodological adaptations that consider the particularities of the local
Cognopolis
Revista de educción y pedagogía
Vol. 3(3), 38-62, 2025
Propuesta pedagógica para la formación de ciudadanos responsables desde la educación vial en escuelas
ecuatorianas
Educational proposal for training responsible citizens through road safety education in Ecuadorian schools
Solange Katherine Mendoza-Loor
Iris Yessenia Pérez-Molina
Alexandra Isabel Pazmiño-Castañeda
Katty Alexandra Mero-Chávez
43
context, including types of vehicles, road characteristics, and specific mobility
patterns.
In terms of community perception, it is worth noting that the research by Nawaz
et al. (2025a) explored the perspectives of parents and teachers on the
acceptability of child road safety education programs in Pakistan, using mixed
methodologies that combined quantitative and qualitative approaches. The
results showed that community acceptability is a determining factor for the
success of these programs, requiring awareness-raising strategies and active
family participation.
Educational technologies in road safety education
The integration of educational technologies into road safety education programs
is a growing trend with significant transformative potential. In this regard, Zulkifli
et al. (2021) evaluated the satisfaction and learning performance of primary
school students who used educational software specialized in road safety,
confirming the effectiveness of these tools when they are appropriately designed
for the characteristics of the users.
At the same time, Minaya-Vera and Mendoza-Loor (2018) investigated the
influence of ICT-based teaching resources in promoting road safety culture
among Ecuadorian university students. Their study revealed that the systematic
implementation of educational technologies significantly increases the level of
road safety knowledge and positively changes students' attitudes towards safety.
For their part, Kourmousi et al. (2024) evaluated the interactive program "E-drive
Academy" in Greek elementary schools, involving 834 fourth-grade students. The
results showed that interactive programs generate significant improvements in
knowledge, attitudes, and behavioral intentions related to road safety, surpassing
the effectiveness of traditional approaches based exclusively on verbal
transmission of information.
Cognopolis
Revista de educción y pedagogía
Vol. 3(3), 38-62, 2025
Propuesta pedagógica para la formación de ciudadanos responsables desde la educación vial en escuelas
ecuatorianas
Educational proposal for training responsible citizens through road safety education in Ecuadorian schools
Solange Katherine Mendoza-Loor
Iris Yessenia Pérez-Molina
Alexandra Isabel Pazmiño-Castañeda
Katty Alexandra Mero-Chávez
44
Active mobility and road safety education
The promotion of active mobility is an essential component of contemporary
comprehensive road safety education programs. In this regard, Canosa-
Pasantes et al. (2024) conducted a systematic review of bicycle use in school
settings, identifying multiple benefits that include improvements in physical
health, the development of specific road safety skills, and the strengthening of
environmental awareness.
Similarly, Sáez-Padilla et al. (2022) analyzed the benefits and barriers of active
travel to schools, providing evidence on the importance of integrating road safety
education with the promotion of healthy lifestyles. Their research revealed that
students who use active modes of transportation develop greater road safety
awareness and demonstrate safer behaviors compared to those who use
motorized transportation exclusively.
In the Ecuadorian context, it is worth noting that Flores et al. (2022) evaluated
student mobility and spatial accessibility to educational centers in Ecuadorian
peri-urban areas, identifying specific challenges related to limited road
infrastructure and travel distances. Their study suggests that road safety
education should consider the specific mobility characteristics of each context in
order to develop contextually relevant pedagogical proposals.
Public policies and road safety education
The analysis of public policies related to road safety reveals the importance of
coordinating intersectoral efforts that include the education system as a key
player. From this perspective, Infanzón (2023) conducted a systematic review of
public policies on road safety, identifying education as one of the fundamental
pillars for the prevention of traffic accidents, although he acknowledges limitations
in the systematic implementation of these programs.
In line with the above, Ochoa-Escobar et al. (2021) proposed improvements in
the management of driving practices in trade organizations, suggesting that road
Cognopolis
Revista de educción y pedagogía
Vol. 3(3), 38-62, 2025
Propuesta pedagógica para la formación de ciudadanos responsables desde la educación vial en escuelas
ecuatorianas
Educational proposal for training responsible citizens through road safety education in Ecuadorian schools
Solange Katherine Mendoza-Loor
Iris Yessenia Pérez-Molina
Alexandra Isabel Pazmiño-Castañeda
Katty Alexandra Mero-Chávez
45
safety education should extend beyond the school environment to include
specialized training for professional drivers. This perspective broadens the scope
of road safety education to include lifelong learning approaches that accompany
citizens throughout their lives.
Similarly, Santivañez-Sánchez (2025) analyzed the relationship between road
safety, accidents, and corporate responsibility in Lima, establishing connections
between school road safety education and the subsequent development of
responsible professional practices. His research suggests that early road safety
education is a preventive factor that transcends the personal sphere to impact
future professional performance.
Ecuadorian context of road safety education
The Ecuadorian context has specific characteristics that require special
consideration in the design of road safety education programs. In this context,
Algora-Buenafé et al. (2017) documented worrying trends in Ecuadorian traffic
accidents between 2000 and 2015, showing significant increases that correlate
with the growth of the vehicle fleet and rapid urban expansion. These data provide
empirical justification for the urgency of implementing preventive education
programs.
With regard to the legal framework, Aguilera-Almeida and Alcívar-Junco (2024)
analyzed legal and constitutional considerations regarding traffic accidents in
Ecuador, identifying regulatory frameworks that support the implementation of
road safety education programs in the national education system. Their analysis
reveals that Ecuadorian legislation provides a solid legal basis for the mandatory
integration of road safety content into the curriculum.
On the other hand, Chifla-Villon (2025) investigated road safety education as a
means of persuasion in Ecuadorian university student environments, specifically
in the Education program at the State University of Milagro ( ). Their study
revealed that higher education students recognize the importance of road safety
Cognopolis
Revista de educción y pedagogía
Vol. 3(3), 38-62, 2025
Propuesta pedagógica para la formación de ciudadanos responsables desde la educación vial en escuelas
ecuatorianas
Educational proposal for training responsible citizens through road safety education in Ecuadorian schools
Solange Katherine Mendoza-Loor
Iris Yessenia Pérez-Molina
Alexandra Isabel Pazmiño-Castañeda
Katty Alexandra Mero-Chávez
46
education but identify limitations in their previous training, suggesting the need to
strengthen basic and high school education programs.
Therefore, Oñate-Cervantes (2022) conducted a critical analysis of public road
safety policies in Ecuador from the perspective of citizen education, identifying a
lack of coordination between different levels of government and limited integration
of the education sector in national road safety strategies. Their research provides
specific recommendations for institutional strengthening and improved
intersectoral coordination.
METHOD
This research adopted a systematic review approach following the criteria
established by the PRISMA (Preferred Reporting Items for Systematic Reviews
and Meta-Analyses) statement. The methodology was based on the critical
analysis and synthesis of available scientific evidence on road safety education
in school contexts, with particular emphasis on national and international
experiences that could inform the development of a contextualized pedagogical
proposal for Ecuador.
The study population consisted of 25 bibliographic references specializing in road
safety education, citizen safety, and applied pedagogy, published between 2012
and 2025. This sample represented all of the documents provided for analysis,
including national and international research that addressed different dimensions
of school road safety education.
In terms of temporal distribution, the references showed a significant
concentration of publications in the period 2017-2025, reflecting the growing
academic and social interest in road safety education as a preventive strategy.
From a geographical perspective, the sample included studies conducted in
Ecuador, Colombia, Spain, Greece, Morocco, Malaysia, Pakistan, Belgium, and
South Africa, providing multicultural perspectives that enriched the comparative
analysis.
Cognopolis
Revista de educción y pedagogía
Vol. 3(3), 38-62, 2025
Propuesta pedagógica para la formación de ciudadanos responsables desde la educación vial en escuelas
ecuatorianas
Educational proposal for training responsible citizens through road safety education in Ecuadorian schools
Solange Katherine Mendoza-Loor
Iris Yessenia Pérez-Molina
Alexandra Isabel Pazmiño-Castañeda
Katty Alexandra Mero-Chávez
47
The inclusion criteria covered empirical and theoretical research addressing road
safety education in formal educational contexts, with an emphasis on primary and
secondary school students. Priority was given to studies that provided evidence
on the effectiveness of educational programs, innovative methodologies, and
analysis of public policies related to road safety and education.
On the other hand, the exclusion criteria eliminated documents that addressed
exclusively technical aspects of road engineering without an educational
component, studies focused on adult driver training without a connection to
school education, and publications without explicit methodological support or
insufficient theoretical basis.
The analysis process was carried out in four sequential phases: thematic
identification, data extraction, evidence synthesis, and development of the
pedagogical proposal. First, during the thematic identification phase, the studies
were categorized according to specific dimensions: theoretical foundations,
educational methodologies, family and community impact, technological
integration, active mobility, and public policies.
Subsequently, data extraction was performed using analytical matrices that
systematized information on research objectives, methodologies used, main
results, and relevant conclusions. This process allowed for the identification of
common patterns, emerging trends, and knowledge gaps that informed the
development of the pedagogical proposal.
Next, the evidence synthesis integrated the results of all the studies analyzed
using thematic analysis techniques, identifying convergent and divergent
elements that provided empirical foundations for the pedagogical
recommendations. This phase included a critical evaluation of the methodological
quality of the studies and consideration of specific limitations that could affect the
generalization of results.
Cognopolis
Revista de educción y pedagogía
Vol. 3(3), 38-62, 2025
Propuesta pedagógica para la formación de ciudadanos responsables desde la educación vial en escuelas
ecuatorianas
Educational proposal for training responsible citizens through road safety education in Ecuadorian schools
Solange Katherine Mendoza-Loor
Iris Yessenia Pérez-Molina
Alexandra Isabel Pazmiño-Castañeda
Katty Alexandra Mero-Chávez
48
The pedagogical proposal was constructed through an iterative process of
creative synthesis that integrated empirical evidence with contemporary
pedagogical principles and specific considerations of the Ecuadorian context.
This process also included consultation of national curriculum frameworks,
Ministry of Education guidelines, and sociocultural characteristics relevant to road
safety education.
In terms of conceptual validation, the proposal was developed through
triangulation of sources, comparing emerging recommendations with
international evidence and verifying their consistency with established theoretical
frameworks in education and developmental psychology. This process ensured
that the proposal maintained scientific rigor while responding to the specific needs
of the national context.
RESULTS
Based on the synthesis of the evidence analyzed, a comprehensive pedagogical
proposal is presented, structured around five interconnected strategic axes that
seek to educate responsible citizens through road safety education in Ecuadorian
schools. This proposal recognizes the multidimensional complexity of road safety
education and proposes systematic interventions ranging from teacher training to
continuous evaluation of educational impact.
Strategic area 1: Specialized teacher training
Teacher training is the cornerstone of any successful educational program. The
evidence analyzed reveals that teachers require specific training in road safety
education that goes beyond basic knowledge of traffic rules to include specialized
pedagogical skills, understanding of child psychomotor development, and
management of educational technology resources.
The proposed teacher training program includes three sequential modules:
theoretical foundations in road safety and child development, active
methodologies for road safety education, and assessment of learning in road
Cognopolis
Revista de educción y pedagogía
Vol. 3(3), 38-62, 2025
Propuesta pedagógica para la formación de ciudadanos responsables desde la educación vial en escuelas
ecuatorianas
Educational proposal for training responsible citizens through road safety education in Ecuadorian schools
Solange Katherine Mendoza-Loor
Iris Yessenia Pérez-Molina
Alexandra Isabel Pazmiño-Castañeda
Katty Alexandra Mero-Chávez
49
contexts. Each module will last 40 academic hours, combining face-to-face and
virtual activities that allow for the practical application of knowledge in real
contexts.
The theoretical foundation will address principles of developmental psychology,
learning theories applied to road safety education, analysis of national accident
statistics, and regulatory frameworks related to road safety. This component will
provide teachers with a deep understanding of the importance of road safety
education and its potential impact on reducing traffic accidents.
The methodological module will focus on active teaching strategies that include
problem-based learning, educational simulations, role-playing, and experiential
activities that allow students to experience traffic situations safely. Emphasis will
be placed on developing skills to adapt methodologies according to the
developmental characteristics of different age groups.
The assessment of learning in road contexts requires specific tools that allow for
the evaluation not only of conceptual knowledge but also procedural skills and
attitudes toward road safety. Teachers will develop skills to design rubrics,
evidence portfolios, and self-assessment activities that promote student reflection
on their own road behaviors.
Strategic axis 2: Cross-curricular design
Cross-curricular integration ensures that road safety education is systematically
addressed across different areas of knowledge, avoiding thematic fragmentation
and promoting comprehensive learning. The proposal includes the incorporation
of road safety content in Natural Sciences, Mathematics, Social Studies,
Language and Literature, and Physical Education.
In Natural Sciences, road safety education is connected to the study of the human
body, the senses and their limitations, the physics of movement, and concepts of
speed, distance, and time. Students will explore how factors such as fatigue,
Cognopolis
Revista de educción y pedagogía
Vol. 3(3), 38-62, 2025
Propuesta pedagógica para la formación de ciudadanos responsables desde la educación vial en escuelas
ecuatorianas
Educational proposal for training responsible citizens through road safety education in Ecuadorian schools
Solange Katherine Mendoza-Loor
Iris Yessenia Pérez-Molina
Alexandra Isabel Pazmiño-Castañeda
Katty Alexandra Mero-Chávez
50
alcohol, and distractions affect reflexes and responsiveness, developing a
scientific understanding of the importance of responsible behavior in traffic.
Mathematical integration includes calculations of braking distances, analysis of
statistical graphs on accidents, geometry applied to road signs, and problem
solving contextualized in traffic situations. These activities strengthen
mathematical skills while developing awareness of quantitative factors that
influence road safety.
Social studies provide the framework for analyzing the historical evolution of
transportation, social norms related to mobility, citizens' rights and duties in public
spaces, and critical analysis of urban transportation policies. This social
perspective emphasizes road safety education as a component of
comprehensive citizenship training.
In Language and Literature, students will develop communication skills by
creating road safety awareness campaigns, analyzing informative texts on safety,
developing safety manuals for different age groups, and practicing assertive
communication in road conflict situations.
Physical Education offers unique opportunities for the development of
psychomotor skills essential for road safety: coordination, balance, spatial
perception, reaction time, and body awareness. Activities will include skill circuits,
coordination games, and road situation simulations that strengthen the physical
abilities necessary for safe participation in traffic.
Strategic axis 3: Implementation of interactive technological resources
Technological integration significantly enhances the effectiveness of road safety
education programs, especially when they are designed with the characteristics
of digital natives in mind. The proposal includes the development of a
comprehensive educational platform that combines elements of gamification,
virtual reality, and artificial intelligence to create immersive and personalized
learning experiences.
Cognopolis
Revista de educción y pedagogía
Vol. 3(3), 38-62, 2025
Propuesta pedagógica para la formación de ciudadanos responsables desde la educación vial en escuelas
ecuatorianas
Educational proposal for training responsible citizens through road safety education in Ecuadorian schools
Solange Katherine Mendoza-Loor
Iris Yessenia Pérez-Molina
Alexandra Isabel Pazmiño-Castañeda
Katty Alexandra Mero-Chávez
51
The educational platform will include road simulators that allow students to
experience different traffic situations without exposure to real risks. These
simulators will recreate urban and rural scenarios typical of the Ecuadorian
context, including geographical characteristics, vehicle types, and mobility
patterns specific to different regions of the country.
Gamification elements will include scoring systems, achievement badges,
progressive challenges, and collaborative competitions that maintain student
motivation throughout the training process. Gamification will be carefully
designed to avoid trivializing content critical t ting safety, maintaining a balance
between entertainment and educational seriousness.
Artificial intelligence will allow for the personalization of learning experiences
according to the specific needs of each student, providing immediate feedback
and adapting the difficulty of the content according to individual progress. This
personalization will be particularly valuable in addressing the diversity of learning
rhythms present in Ecuadorian classrooms.
Virtual reality tools will complement traditional simulators, offering immersive
experiences that allow students to experience traffic situations from multiple
perspectives: pedestrian, cyclist, passenger, and driver. This multiplicity of
perspectives will strengthen traffic empathy and understanding of the needs of
different users of public space.
Strategic axis 4: Active community participation
Road safety education transcends school boundaries to become a community
effort that requires the active participation of families, social organizations, local
authorities, and the private sector. The proposal includes specific strategies to
involve these actors in the training process, maximizing educational impact and
promoting sustainable cultural change.
Family participation will be structured through awareness workshops that address
the importance of parental modeling in shaping road behaviors. Parents will
Cognopolis
Revista de educción y pedagogía
Vol. 3(3), 38-62, 2025
Propuesta pedagógica para la formación de ciudadanos responsables desde la educación vial en escuelas
ecuatorianas
Educational proposal for training responsible citizens through road safety education in Ecuadorian schools
Solange Katherine Mendoza-Loor
Iris Yessenia Pérez-Molina
Alexandra Isabel Pazmiño-Castañeda
Katty Alexandra Mero-Chávez
52
participate in activities that allow them to understand how their own behaviors
influence their children's attitudes and practices, developing skills to positively
reinforce school learning in the family context.
Family workshops will include practical sessions on analyzing safe routes to
school, identifying road risks in the community environment, and strategies for
actively supervising children's travel. These activities will strengthen the family's
ability to provide safe environments that complement formal education.
Community participation will be coordinated through partnerships with grassroots
organizations, parish councils, citizen safety committees, and local transportation
groups. These actors will contribute specific knowledge about local mobility
characteristics, identification of critical points, and development of contextually
relevant solutions.
The private sector, particularly transportation, insurance, and automobile
companies, will participate by sponsoring educational activities, providing
teaching resources, and developing awareness campaigns that complement
school efforts. This participation will be structured through agreements that
ensure educational relevance and prevent inappropriate commercialization in
school contexts.
Strategic axis 5: Continuous evaluation of educational impact
Systematic evaluation of educational impact ensures the effectiveness of the
program and provides information for continuous improvement. The proposal
includes a comprehensive evaluation system that combines quantitative and
qualitative indicators, diverse collection methods, and longitudinal analysis of
short-, medium-, and long-term impact.
Quantitative indicators will include measurements of road safety knowledge
through standardized tests, analysis of behaviors observed in controlled
situations, surveys of attitudes toward road safety, and monitoring of accident
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Propuesta pedagógica para la formación de ciudadanos responsables desde la educación vial en escuelas
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Educational proposal for training responsible citizens through road safety education in Ecuadorian schools
Solange Katherine Mendoza-Loor
Iris Yessenia Pérez-Molina
Alexandra Isabel Pazmiño-Castañeda
Katty Alexandra Mero-Chávez
53
statistics in areas of influence of the participating schools ( ). These indicators will
provide objective evidence of the program's effectiveness.
The qualitative evaluation will be conducted through interviews with students,
teachers, families, and community members; focus groups that explore
perceptions of behavioral changes; and case studies that document significant
transformations in road safety attitudes and practices. This qualitative information
will enrich the understanding of mechanisms of change and facilitating or
hindering factors.
Longitudinal follow-up will allow for the evaluation of the sustainability of
behavioral changes, identifying factors that contribute to the maintenance of safe
practices over time. This component will be fundamental to understanding the
real effectiveness of the program beyond its immediate effects.
Continuous feedback will be structured through monthly teaching team meetings,
quarterly progress reports, comprehensive annual evaluations, and five-year
reviews that allow for major adjustments in response to contextual changes or
emerging evidence on best educational practices.
DISCUSSION
The pedagogical proposal developed in this research reflects the convergence of
international evidence on the superiority of integrated approaches to road safety
education. In this regard, the results of Alonso et al. (2018) in the Spanish context
confirm that systematic road safety education programs significantly reduce risky
behaviors in children and adolescents, providing empirical support for the
implementation of structured school interventions. This evidence is particularly
relevant to the Ecuadorian context, considering the sociocultural similarities
between Spanish-speaking countries.
However, it should be noted that the research by Joubert et al. (2012) in South
Africa reveals the decisive importance of cultural and socioeconomic
contextualization in the design of educational programs. Their analysis of the
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Revista de educción y pedagogía
Vol. 3(3), 38-62, 2025
Propuesta pedagógica para la formación de ciudadanos responsables desde la educación vial en escuelas
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Educational proposal for training responsible citizens through road safety education in Ecuadorian schools
Solange Katherine Mendoza-Loor
Iris Yessenia Pérez-Molina
Alexandra Isabel Pazmiño-Castañeda
Katty Alexandra Mero-Chávez
54
paradoxical situation of road safety education in rural schools shows that
successful interventions must be adapted to the specific characteristics of the
local environment, including available infrastructure, predominant mobility
patterns, and existing community resources.
In line with these approaches, it is worth noting that Abdellah and Rachid (2021)
provide evidence of the importance of conducting situational analyses prior to the
implementation of road safety education programs. Their work in Moroccan
primary schools reveals that factors such as teacher training, availability of
resources, and administrative support have a decisive influence on educational
outcomes.
The incorporation of educational technologies in the proposal developed is solidly
supported by recent research demonstrating their effectiveness in increasing
student engagement and improving learning outcomes. In this regard, Nawaz et
al. (2025b) showed that gamified approaches to online road safety education
generate significant improvements in the knowledge, attitudes, and behavioral
intentions of Belgian secondary school students.
Complementarily, Kourmousi et al. (2024) evaluated the interactive program "E-
drive Academy" with 834 Greek fourth-grade students, confirming that interactive
technologies surpass the effectiveness of traditional methodologies based
exclusively on verbal transmission of information. These results suggest that the
proposed technological integration could generate similar impacts in the
Ecuadorian context, particularly considering students' growing familiarity with
digital tools.
However, it is worth mentioning that Zulkifli et al. (2021) emphasize that the
effectiveness of educational technologies depends fundamentally on their
appropriate design for the specific characteristics of users. Their research with
Malaysian primary school students reveals that factors such as usability, cultural
relevance, and curriculum alignment determine the success of technological
interventions in road safety education.
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Revista de educción y pedagogía
Vol. 3(3), 38-62, 2025
Propuesta pedagógica para la formación de ciudadanos responsables desde la educación vial en escuelas
ecuatorianas
Educational proposal for training responsible citizens through road safety education in Ecuadorian schools
Solange Katherine Mendoza-Loor
Iris Yessenia Pérez-Molina
Alexandra Isabel Pazmiño-Castañeda
Katty Alexandra Mero-Chávez
55
From another perspective, the proposal by Fernández-Escobar et al. (2017) on
teaching-learning models assisted by 3D technologies provides valuable
methodological references for the implementation of road simulators. Their
approach demonstrates that immersive technologies facilitate experiential
learning without exposure to real risks, an aspect that is particularly relevant for
road safety education where direct practice could be dangerous.
One of the most promising aspects identified in the literature reviewed is the
multiplier effect of school road safety education programs on families and
communities. In this regard, Ben-Bassat and Avnieli (2016) documented that
programs targeting kindergarten children positively modify their parents' behavior
and knowledge, demonstrating that students act as agents of change in their
homes.
This evidence is particularly relevant to the Ecuadorian context, where family
dynamics tend to be close and children exert significant influence on family
decisions. The incorporation of specific strategies to maximize this multiplier
effect, as proposed in the active community participation axis, could considerably
amplify the impact of educational interventions.
For their part, Nawaz et al. (2025a) explored the perspectives of parents and
teachers on the acceptability of child road safety education programs in Pakistan,
revealing that community acceptability is a key factor in the success of these
programs. Their results suggest that strategies to raise awareness and actively
involve families, such as those proposed in this research, are essential to
ensuring the sustainability of educational interventions.
The cross-curricular integration of road safety content into different subject areas,
as proposed in the second strategic axis, is supported by research demonstrating
the effectiveness of interdisciplinary approaches. In this regard, Follana-Soler et
al. (2024) identified significant opportunities for incorporating road safety
education into primary physical education, highlighting the potential of this area
for the development of psychomotor skills related to road safety.
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Revista de educción y pedagogía
Vol. 3(3), 38-62, 2025
Propuesta pedagógica para la formación de ciudadanos responsables desde la educación vial en escuelas
ecuatorianas
Educational proposal for training responsible citizens through road safety education in Ecuadorian schools
Solange Katherine Mendoza-Loor
Iris Yessenia Pérez-Molina
Alexandra Isabel Pazmiño-Castañeda
Katty Alexandra Mero-Chávez
56
Similarly, Deepika et al. (2023) developed protocols for teacher-led activity-based
learning, emphasizing that active methodologies promote student participation
and collaborative knowledge building. Their methodological approach provides a
foundation for the implementation of cross-cutting strategies that connect road
safety education with other areas of knowledge.
In line with the above, research by Poó et al. (2015) on road safety education and
mobility in childhood reveals that educational programs must consider the
developmental characteristics of students to maximize their effectiveness. This
evidence supports the proposal to adapt content and methodologies according to
different stages of cognitive and social development, an aspect incorporated into
the proposed cross-curricular design.
The incorporation of active mobility into the pedagogical proposal is supported by
research demonstrating its multiple benefits for health, the development of road
safety skills, and environmental awareness. In this regard, Canosa-Pasantes et
al. (2024) conducted a systematic review of bicycle use in school contexts,
identifying that students who use active means of transportation develop greater
road safety awareness and safer behaviors.
Similarly, Sáez-Padilla et al. (2022) analyzed the benefits and barriers of active
commuting to schools, providing evidence on the importance of integrating road
safety education with the promotion of healthy lifestyles. Their research reveals
that active mobility simultaneously contributes to public health, road safety
education, and environmental sustainability goals.
On the other hand, Flores et al. (2022) evaluated student mobility in peri-urban
areas of Ecuador, identifying specific challenges related to limited infrastructure
and travel distances. Their results suggest that the promotion of active mobility
should consider specific contextual characteristics, an aspect incorporated into
the proposal by adapting to different geographical realities in the country.
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Revista de educción y pedagogía
Vol. 3(3), 38-62, 2025
Propuesta pedagógica para la formación de ciudadanos responsables desde la educación vial en escuelas
ecuatorianas
Educational proposal for training responsible citizens through road safety education in Ecuadorian schools
Solange Katherine Mendoza-Loor
Iris Yessenia Pérez-Molina
Alexandra Isabel Pazmiño-Castañeda
Katty Alexandra Mero-Chávez
57
The analysis of public policies related to road safety reveals the importance of
coordinating intersectoral efforts that include the education system as a key
player. From this perspective, Infanzón (2023) identified education as a
fundamental pillar for the prevention of traffic accidents, although he
acknowledges limitations in the systematic implementation of educational
programs.
In line with this, Oñate-Cervantes (2022) conducted a critical analysis of public
road safety policies in Ecuador, identifying a lack of coordination between
different levels of government and limited integration of the education sector into
national strategies. His recommendations for institutional strengthening and
improved intersectoral coordination informed the development of the community
participation components of the proposal.
At the same time, Santivañez-Sánchez (2025) analyzed the relationship between
road safety and corporate responsibility, establishing connections between
school road safety education and the subsequent development of responsible
professional practices. This long-term perspective supports the importance of
investing in early road safety education as a prevention strategy with sustained
impacts over time.
Despite the favorable evidence on the effectiveness of road safety education
programs, the literature analyzed also identifies significant challenges to their
successful implementation. In this context, Chifla-Villon (2025) revealed that
Ecuadorian university students recognize the importance of road safety
education but identify limitations in their previous training, suggesting deficiencies
in basic and high school education programs.
For their part, Minaya-Vera and Mendoza-Loor (2018) investigated the influence
of ICT-based teaching resources in promoting road safety culture among
Ecuadorian university students, highlighting the need to strengthen teachers'
technological skills and the availability of appropriate infrastructure. These
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Revista de educción y pedagogía
Vol. 3(3), 38-62, 2025
Propuesta pedagógica para la formación de ciudadanos responsables desde la educación vial en escuelas
ecuatorianas
Educational proposal for training responsible citizens through road safety education in Ecuadorian schools
Solange Katherine Mendoza-Loor
Iris Yessenia Pérez-Molina
Alexandra Isabel Pazmiño-Castañeda
Katty Alexandra Mero-Chávez
58
challenges must be considered when planning strategies for the gradual
implementation of the proposal.
Similarly, Ochoa-Escobar et al. (2021) proposed improvements in the
management of driving practices in trade organizations, suggesting that road
safety education should extend beyond the school environment. This perspective
highlights the importance of developing lifelong learning approaches that
complement school interventions and ensure continuity of education throughout
life.
CONCLUSION
The results of this research have significant implications for educational practice
in Ecuador. In this regard, the pedagogical proposal developed requires
substantial changes in teacher training, curriculum design, and the availability of
technological resources, all of which require strategic planning and sustained
investment by educational authorities.
The evidence analyzed suggests that the successful implementation of road
safety education programs requires long-term institutional commitment,
specialized teacher training, and the development of strategic alliances with
various community actors. These requirements imply the need to modify existing
regulatory frameworks and allocate specific resources for road safety education
in the national education budget.
The results show that the most effective road safety education programs combine
active learning methodologies, innovative technological integration, active
community participation, and continuous evaluation of educational impact. This
combination constitutes the fundamental basis for achieving sustainable changes
in the road behavior of the school population.
Consequently, the pedagogical proposal articulated through five interconnected
strategic axes responds to the specific needs of the Ecuadorian context while
incorporating best practices identified in successful international experiences.
Specialized teacher training, cross-curricular design, the implementation of
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Revista de educción y pedagogía
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Propuesta pedagógica para la formación de ciudadanos responsables desde la educación vial en escuelas
ecuatorianas
Educational proposal for training responsible citizens through road safety education in Ecuadorian schools
Solange Katherine Mendoza-Loor
Iris Yessenia Pérez-Molina
Alexandra Isabel Pazmiño-Castañeda
Katty Alexandra Mero-Chávez
59
interactive technological resources, active community participation, and
continuous evaluation of educational impact are essential components for
ensuring the effectiveness of educational interventions.
The evidence analyzed confirms that school road safety education generates
multiplier effects that transcend the individual sphere to positively impact family
and community dynamics. This multiplier effect is particularly relevant to the
Ecuadorian context, where the systematic implementation of educational
programs could contribute significantly to reducing traffic accidents and
strengthening a culture of responsible citizenship in road safety.
FINANCING
Non-monetary
CONFLICT OF INTEREST
There is no conflict of interest with individuals or institutions linked to the
research.
ACKNOWLEDGMENTS
To those who promote responsible driving with respect for life.
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Propuesta pedagógica para la formación de ciudadanos responsables desde la educación vial en escuelas
ecuatorianas
Educational proposal for training responsible citizens through road safety education in Ecuadorian schools
Solange Katherine Mendoza-Loor
Iris Yessenia Pérez-Molina
Alexandra Isabel Pazmiño-Castañeda
Katty Alexandra Mero-Chávez
60
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Iris Yessenia Pérez-Molina
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Katty Alexandra Mero-Chávez
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Revista de educción y pedagogía
Vol. 3(3), 38-62, 2025
Propuesta pedagógica para la formación de ciudadanos responsables desde la educación vial en escuelas
ecuatorianas
Educational proposal for training responsible citizens through road safety education in Ecuadorian schools
Solange Katherine Mendoza-Loor
Iris Yessenia Pérez-Molina
Alexandra Isabel Pazmiño-Castañeda
Katty Alexandra Mero-Chávez
62
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