Cognopolis

Revista de educción y pedagogía

Vol. 3(3), 66-91, 2025

https://doi.org/10.62574/d9bx8m29

Estrategias para la diversidad en Ecuador desde la inteligencia emocional

e inclusión educativa

Strategies for diversity in Ecuador based on emotional intelligence and

educational inclusion

Shaskia Verónica Villavicencio-Kuffós

vvk1972@hotmail.com

Ministerio de Educación-Zona 4-Distrito 13D01-Portoviejo, Manabí, Ecuador

https://orcid.org/0000-0002-7388-2791

Karen Mariela Cedeño-Sánchez

karenarianna@outlook.es

Ministerio de Educación-Zona 4-Distrito 13D01-Portoviejo, Manabí, Ecuador

https://orcid.org/0000-0001-5818-1797

Nancy Claribel Ortiz-Farías

claribelortiz1989@hotmail.com

Ministerio de Educación-Zona 4-Distrito 13D01-Portoviejo, Manabí, Ecuador

https://orcid.org/0009-0007-8600-8773

Ruth Elizabeth Álava-Macías

rula0484@hotmail.com

Ministerio de Educación-Zona 4-Distrito 13D01-Portoviejo, Manabí, Ecuador

https://orcid.org/0009-0004-9609-1265

RESUMEN

La diversidad estudiantil en Ecuador demanda modelos pedagógicos que integren competencias

socioemocionales como elementos fundamentales de la inclusión educativa. Esta investigación analizó las

estrategias disponibles para abordar la diversidad mediante la integración de la inteligencia emocional como

componente constitutivo de la inclusión educativa. Se realizó una revisión sistemática de 18 referencias

especializadas publicadas entre 2016 y 2025, abarcando contextos latinoamericanos e internacionales. Los

resultados presentan un modelo integrativo estructurado en cinco componentes interrelacionados:

desarrollo de competencias socioemocionales básicas, formación docente especializada, adaptación

curricular y metodológica, construcción de clima organizacional inclusivo, y evaluación continua del impacto.

La evidencia internacional confirma que el desarrollo de competencias emocionales contribuye

significativamente al bienestar estudiantil y facilita la valoración de la diversidad. El contexto ecuatoriano,

caracterizado por su multiplicidad étnica, lingüística y socioeconómica, requiere aproximaciones integrales

que transformen procesos formativos docentes, orientaciones institucionales y articulación intersectorial

para garantizar trayectorias educativas verdaderamente equitativas.

Descriptores: educación inclusiva; inteligencia emocional; diversidad cultural. (Fuente: Tesauro UNESCO).

ABSTRACT

Student diversity in Ecuador demands pedagogical models that integrate socio-emotional skills

as fundamental elements of educational inclusion. This research analysed the strategies available

to address diversity by integrating emotional intelligence as a constituent component of

educational inclusion. A systematic review of 18 specialised references published between 2016

and 2025 was conducted, covering Latin American and international contexts. The results present

an integrative model structured around five interrelated components: development of basic socio-

emotional skills, specialised teacher training, curricular and methodological adaptation,

construction of an inclusive organisational climate, and continuous impact assessment.

International evidence confirms that the development of emotional skills contributes significantly

to student well-being and facilitates the appreciation of diversity. The Ecuadorian context,

characterised by its ethnic, linguistic and socioeconomic diversity, requires comprehensive

approaches that transform teacher training processes, institutional guidelines and intersectoral

coordination to ensure truly equitable educational trajectories.

Descriptors: inclusive education; emotional intelligence; cultural diversity. (Source: UNESCO

Thesaurus).

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), 66-91, 2025

Estrategias para la diversidad en Ecuador desde la inteligencia emocional e inclusión educativa

Strategies for diversity in Ecuador based on emotional intelligence and educational inclusion

Shaskia Verónica Villavicencio-Kuffós

Karen Mariela Cedeño-Sánchez

Nancy Claribel Ortiz-Farías

Ruth Elizabeth Álava-Macías

INTRODUCTION

The current educational landscape is undergoing profound changes that require

the adoption of pedagogical models capable of addressing the growing diversity

of students. In Latin America, and specifically in Ecuador, this situation has its

own characteristics derived from the convergence of historical, social, and

cultural elements that shape a remarkably complex educational scenario. From

the perspective of García-Tudela and Marín-Sánchez (2021), a comprehensive

understanding of current educational needs involves recognising socio-emotional

skills as inherent dimensions of academic development.

Emotional intelligence is a determining factor in the creation of truly inclusive

educational spaces, especially when considering its capacity to promote

understanding and appreciation of human diversity. In this regard, Caballero-

García and Ruiz (2025) identify a significant correlation between the development

of emotional intelligence and subjective well-being in university students, which

underscores its relevance in building more satisfying and equitable educational

experiences. This dimension takes on particular importance when recognising

that student diversity transcends academic abilities, also manifesting itself in

cultural, socio-economic and emotional aspects that require differentiated

attention.

The Ecuadorian education system shows considerable heterogeneity that reflects

the country's multicultural richness, although at the same time it poses significant

challenges for implementing genuinely inclusive practices. Based on the

approaches of Rojas-Avilés et al. (2020), perceptions of inclusive education in

Ecuador show both notable progress and areas for improvement that require

intervention at the systemic level. This situation highlights the urgency of

designing integrative strategies that consider both the cognitive and socio-

emotional dimensions of the educational process.

Cognopolis

Revista de educción y pedagogía

Vol. 3(3), 66-91, 2025

Estrategias para la diversidad en Ecuador desde la inteligencia emocional e inclusión educativa

Strategies for diversity in Ecuador based on emotional intelligence and educational inclusion

Shaskia Verónica Villavicencio-Kuffós

Karen Mariela Cedeño-Sánchez

Nancy Claribel Ortiz-Farías

Ruth Elizabeth Álava-Macías

The convergence between emotional intelligence and educational inclusion is an

emerging area of inquiry that offers encouraging possibilities for the development

of more effective pedagogical models. Following the arguments of Campoverde-

Zúñiga et al. (2023), the early development of emotional skills lays the foundation

for establishing healthy interpersonal relationships and cultivating favourable

attitudes towards diversity. This approach is particularly relevant in educational

contexts where the coexistence of students from different backgrounds and

characteristics requires specific tools to facilitate mutual respect and effective

collaboration.

This research aims to examine the strategies available to address diversity in

Ecuador by integrating emotional intelligence as a constituent element of

educational inclusion. Consequently, the main objective is to analyse the

theoretical and practical contributions that link the development of socio-

emotional skills with the promotion of inclusive educational environments

contextualised to the Ecuadorian reality.

Theoretical framework

Fundamentals of emotional intelligence in the educational context

The conceptualisation of emotional intelligence has undergone a remarkable

evolution since its earliest theoretical formulations, establishing itself as an

indispensable construct for understanding integral human development. In the

field of education, this perspective takes on particular relevance in recognising

that learning processes involve both cognitive and affective dimensions that

interact in complex ways. According to Casino-García et al. (2019), emotional

intelligence has a significant relationship with students' subjective emotional well-

being and mood, which underlines its importance in creating healthy and

productive learning environments.

The development of emotional competencies in the educational environment

requires systematic approaches that consider the specific characteristics of each

Cognopolis

Revista de educción y pedagogía

Vol. 3(3), 66-91, 2025

Estrategias para la diversidad en Ecuador desde la inteligencia emocional e inclusión educativa

Strategies for diversity in Ecuador based on emotional intelligence and educational inclusion

Shaskia Verónica Villavicencio-Kuffós

Karen Mariela Cedeño-Sánchez

Nancy Claribel Ortiz-Farías

Ruth Elizabeth Álava-Macías

stage of development. In this regard, Fernández-Martínez and Montero-García

(2016) argue that emotional intelligence education from early childhood is a

fundamental investment in the comprehensive development of individuals, given

that the skills acquired in these early stages become a solid foundation for

subsequent personal and social growth. This evolutionary perspective is essential

for the design of coherent and progressive educational interventions.

Contemporary research has identified multiple benefits associated with the

development of emotional intelligence in educational contexts. Based on the

contributions of Crisóstomo-Munayco (2021), recent scientific literature shows

that students who develop strong emotional skills demonstrate better academic

results, greater social adaptability, and lower levels of stress and anxiety. These

results support the importance of integrating emotional education as a regular

component of the educational curriculum, rather than considering it a

complementary or marginal activity.

Teacher training in emotional intelligence is another fundamental aspect for the

successful implementation of inclusive educational programmes. Following the

approaches of Dolev and Leshem (2017), the effective design of emotional

intelligence training programmes for teachers must consider elements such as

self-reflection, the development of empathic communication skills, and an

understanding of the various forms of emotional expression. These components

are particularly relevant in diverse contexts, where educators must develop

cultural sensitivity and the ability to adapt to different student needs.

Contextual factors influencing the development of emotional intelligence

Environmental and contextual factors have a decisive influence on the

development of emotional skills, particularly in the school environment where

students spend a significant proportion of their formative years. According to

Erasmus et al. (2022), various classroom factors contribute to the development

of emotional intelligence in primary school students, including the emotional

Cognopolis

Revista de educción y pedagogía

Vol. 3(3), 66-91, 2025

Estrategias para la diversidad en Ecuador desde la inteligencia emocional e inclusión educativa

Strategies for diversity in Ecuador based on emotional intelligence and educational inclusion

Shaskia Verónica Villavicencio-Kuffós

Karen Mariela Cedeño-Sánchez

Nancy Claribel Ortiz-Farías

Ruth Elizabeth Álava-Macías

climate of the classroom, the teaching strategies employed by teachers, and

opportunities for social interaction among peers. This systemic perspective is

fundamental to understanding how educational environments can be optimised

to promote emotional growth.

Playful strategies are a particularly effective way of developing emotional skills,

especially in young people. As García-Santana and Navarrete-Pita (2022)

demonstrate, the implementation of playful strategies for the development of

emotional intelligence in secondary school students generates positive results in

terms of both student engagement and the acquisition of specific skills. This

methodological approach is especially valuable in diverse contexts, where playful

activities can serve as universal means of communication and learning that

transcend cultural and linguistic barriers.

The sustainability of emotional development programmes requires consideration

of the generational characteristics of contemporary students. As Ghita-Pirnuta

and Cismaru (2022) argue, the development of emotional intelligence in millennial

students requires teaching strategies that recognise their technological

preferences, communication patterns, and specific values. This generational

consideration is crucial to ensuring the relevance and effectiveness of

educational interventions in emotional intelligence.

Emotional intelligence as a tool for educational inclusion

The connection between emotional intelligence and educational inclusion is

based on the ability of social-emotional skills to facilitate understanding,

acceptance, and appreciation of human diversity. Training programmes that

integrate the development of emotional intelligence have demonstrated positive

effects on variables such as resilience and adaptability, which are essential for

functioning in diverse environments. According to Jiménez-Rodríguez et al.

(2022), the implementation of soft skills programmes focused on emotional

intelligence produces significant improvements in the resilience of university

Cognopolis

Revista de educción y pedagogía

Vol. 3(3), 66-91, 2025

Estrategias para la diversidad en Ecuador desde la inteligencia emocional e inclusión educativa

Strategies for diversity in Ecuador based on emotional intelligence and educational inclusion

Shaskia Verónica Villavicencio-Kuffós

Karen Mariela Cedeño-Sánchez

Nancy Claribel Ortiz-Farías

Ruth Elizabeth Álava-Macías

nursing students, suggesting their potential to strengthen individuals' ability to

function successfully in complex and challenging contexts.

Interpersonal dynamics in the classroom are a fundamental aspect where

emotional intelligence can contribute significantly to educational inclusion.

According to Li and Zhang (2024), there is a close relationship between teacher-

student dynamics, enjoyment of learning, and student burnout, where emotional

intelligence operates as a moderating factor. This relational perspective is

particularly relevant in diverse contexts, where individual differences can

generate tensions or misunderstandings that require sophisticated emotional

management on the part of all educational actors.

The effectiveness of learning strategies aimed at developing emotional

intelligence has been documented in various professional contexts. Following the

evidence provided by Napolitano et al. (2023), learning strategies designed

specifically for the development of emotional intelligence in university nursing

students demonstrate systematic effectiveness, suggesting their potential for

transfer to other educational contexts. This evidence supports the feasibility of

implementing structured emotional development programmes as regular

components of formal education.

Educational inclusion in the Latin American and Ecuadorian context

Educational inclusion in Latin America is characterised by complex historical

trajectories that reflect tensions between aspirations for equity and realities of

social segmentation. As Valdivieso et al. (2022) argue, inclusive education in

Latin America has followed trajectories characterised by segmentation, where

different population groups have had access to educational opportunities of

varying quality. This historical reality creates specific challenges for the

implementation of truly inclusive practices that require explicit recognition of

existing structural inequalities.

Cognopolis

Revista de educción y pedagogía

Vol. 3(3), 66-91, 2025

Estrategias para la diversidad en Ecuador desde la inteligencia emocional e inclusión educativa

Strategies for diversity in Ecuador based on emotional intelligence and educational inclusion

Shaskia Verónica Villavicencio-Kuffós

Karen Mariela Cedeño-Sánchez

Nancy Claribel Ortiz-Farías

Ruth Elizabeth Álava-Macías

In the specific context of Ecuador, perceptions of inclusive education reveal both

significant advances and limitations. According to Rojas-Avilés et al. (2020),

perceptions of inclusive education in Ecuador show generally positive attitudes,

but also reveal the persistence of systematic barriers that limit the effective

implementation of inclusive practices. This situation calls for comprehensive

approaches that address both attitudinal aspects and structural conditions that

facilitate or hinder inclusion.

The implications of educating for inclusivity in higher education settings require

particular consideration due to the specific characteristics of this level of

education. As Robles and Granja (2022) argue, educating for inclusivity in higher

education implies profound transformations in pedagogical conceptions,

assessment methods, and organisational structures. These transformations are

particularly complex in contexts where students with very diverse educational

backgrounds coexist and where expectations of academic achievement may

conflict with principles of equity and inclusion.

Integrative strategies for addressing diversity

An inclusive culture is a fundamental element for effectively addressing diversity

in educational contexts. Following the approaches of Jiménez-Carrillo and Mesa

Villavicencio (2020), building an inclusive culture requires profound

transformations in conceptions of difference, learning, and assessment. This

cultural perspective is particularly relevant in contexts such as Ecuador, where

ethnic, linguistic, and socioeconomic diversity demands sensitive and adaptive

pedagogical approaches.

Socio-educational inclusion in Ecuadorian higher education institutions has

specific characteristics that reflect the complexities of the national education

system. As documented by Lemus et al. (2023), socio-educational inclusion and

attention to diversity in Ecuadorian higher education institutions face challenges

related to teacher preparation, resource availability, and institutional conceptions

Cognopolis

Revista de educción y pedagogía

Vol. 3(3), 66-91, 2025

Estrategias para la diversidad en Ecuador desde la inteligencia emocional e inclusión educativa

Strategies for diversity in Ecuador based on emotional intelligence and educational inclusion

Shaskia Verónica Villavicencio-Kuffós

Karen Mariela Cedeño-Sánchez

Nancy Claribel Ortiz-Farías

Ruth Elizabeth Álava-Macías

of diversity. These findings suggest the need for systemic approaches that

address multiple dimensions of the educational process.

The basic skills and values necessary for the creation of inclusive educational

environments have been identified as key elements for the success of diversity

initiatives. According to Mejía-Caguana et al. (2023), inclusive care strategies

require the development of specific competencies and the internalisation of

values that promote respect, collaboration, and appreciation of individual

differences. This competency-based perspective is fundamental to the design of

teacher training programmes and the evaluation of the effectiveness of inclusive

interventions.

Attention to diversity in basic and early childhood education

Attention to diversity in basic education is a priority area due to the importance of

early experiences in the development of attitudes and skills related to inclusion.

According to Palaguaray et al. (2023), educational inclusion and attention to

diversity in basic education in Ecuador require methodological approaches that

recognise different ways of learning and provide multiple pathways to knowledge.

This methodological perspective is particularly relevant when considering the

potential of emotional intelligence to facilitate differentiated learning processes.

The training of early childhood teachers is another determining factor for the

successful implementation of inclusive practices. According to the evidence

provided by Vintimilla et al. (2024), attention to diversity in the training of early

childhood teachers requires training programmes that integrate both theoretical

knowledge about diversity and practical skills for managing heterogeneous

classrooms. This comprehensive training is especially important when

considering that experiences of inclusion in the early years of schooling can

significantly influence students' future attitudes towards diversity.

Cognopolis

Revista de educción y pedagogía

Vol. 3(3), 66-91, 2025

Estrategias para la diversidad en Ecuador desde la inteligencia emocional e inclusión educativa

Strategies for diversity in Ecuador based on emotional intelligence and educational inclusion

Shaskia Verónica Villavicencio-Kuffós

Karen Mariela Cedeño-Sánchez

Nancy Claribel Ortiz-Farías

Ruth Elizabeth Álava-Macías

METHOD

The research adopted a systematic literature review design to examine the

strategies available for addressing diversity in Ecuador by integrating emotional

intelligence as a fundamental component of educational inclusion. The

systematic review was selected as the method due to its ability to provide a

rigorous and reproducible synthesis of the available knowledge on a specific

topic, allowing for the identification of patterns, trends, and gaps in the existing

literature.

The methodological approach was based on documentary research principles

that prioritise the systematisation and critical analysis of primary and secondary

sources relevant to the topic under study. This approach is particularly

appropriate for research that seeks to integrate knowledge scattered across

different disciplinary areas, such as the intersection between emotional

intelligence, educational inclusion and diversity in specific contexts.

Population and sample

The study population consisted of the set of specialised bibliographic references

provided for this research, which represent relevant scientific contributions in the

areas of emotional intelligence, educational inclusion and attention to diversity.

The final sample included a total of 18 references that met the inclusion criteria

established for the study.

The inclusion criteria applied were as follows: academic publications in indexed

scientific journals; studies addressing topics related to emotional intelligence,

educational inclusion or attention to diversity; research published between 2016

and 2025; studies including student or teacher populations; and research with

clearly defined methodologies and systematically reported results.

Analysis procedure

Cognopolis

Revista de educción y pedagogía

Vol. 3(3), 66-91, 2025

Estrategias para la diversidad en Ecuador desde la inteligencia emocional e inclusión educativa

Strategies for diversity in Ecuador based on emotional intelligence and educational inclusion

Shaskia Verónica Villavicencio-Kuffós

Karen Mariela Cedeño-Sánchez

Nancy Claribel Ortiz-Farías

Ruth Elizabeth Álava-Macías

The analysis process was structured in four consecutive phases that allowed for

a progressive and systematic approach to the selected bibliographic material.

The first phase consisted of an exploratory reading of all the references included,

with the aim of familiarising ourselves with the general content and identifying

recurring themes. During this phase, preliminary observations were recorded on

methodological approaches, populations studied, and main results reported.

The second phase involved a detailed thematic analysis through which emerging

conceptual categories were identified, allowing the available knowledge to be

organised in a coherent manner. This thematic analysis was carried out using

inductive coding, where the themes emerged from the content of the references

themselves rather than from predefined categories. The categories identified

included: theoretical foundations of emotional intelligence, emotional

development strategies, educational inclusion in specific contexts, teacher

training, and contextual factors.

The third phase focused on the critical synthesis of the results identified in each

thematic category, seeking to identify convergences, divergences, and

complementarities between different studies. During this phase, particular

attention was paid to identifying elements that could contribute to the design of

integrative strategies for the Ecuadorian context.

The fourth phase consisted of developing an integrative proposal based on the

synthesis carried out in the previous phases. This proposal was structured

considering both the theoretical foundations identified and the specific

characteristics of the Ecuadorian educational context documented in the

references analysed.

Quality and rigour criteria

Firstly, an analysis protocol was established that specified the procedures to be

followed in each phase of the study, ensuring consistency in the treatment of all

references included. Secondly, the thematic coding process was systematically

Cognopolis

Revista de educción y pedagogía

Vol. 3(3), 66-91, 2025

Estrategias para la diversidad en Ecuador desde la inteligencia emocional e inclusión educativa

Strategies for diversity in Ecuador based on emotional intelligence and educational inclusion

Shaskia Verónica Villavicencio-Kuffós

Karen Mariela Cedeño-Sánchez

Nancy Claribel Ortiz-Farías

Ruth Elizabeth Álava-Macías

documented, recording methodological decisions and criteria applied for the

categorisation of content.

Ethical considerations

Although this research was based on the analysis of publicly available

bibliographic sources, ethical principles related to the appropriate use of

intellectual property were applied. All references used were cited appropriately

following the APA seventh edition standards, and any form of plagiarism or

misuse of others' ideas was avoided. Likewise, an effort was made to remain

faithful to the original ideas of the authors analysed, avoiding distortions or

interpretations that could misrepresent their contributions.

Methodological limitations

This research has certain limitations that must be considered when interpreting

its results. First, although the sample of references analysed is specialised and

relevant, it represents a specific selection that may not capture all of the literature

available on the subject. Secondly, the systematic review approach, although

scientific, depends on the quality and completeness of the information reported

in the primary sources analysed.

Thirdly, the synthesis is based on studies with different methodological designs,

populations and contexts, which may limit the direct comparability of results.

Fourthly, although the proposal developed is based on the available evidence, it

requires empirical validation through implementation and evaluation in real

contexts to determine its practical effectiveness.

These limitations were taken into account in the development of the proposal,

ensuring that the recommendations made are both conceptually and practically

viable, recognising the need for contextual adaptation and subsequent empirical

validation.

RESULTS

Cognopolis

Revista de educción y pedagogía

Vol. 3(3), 66-91, 2025

Estrategias para la diversidad en Ecuador desde la inteligencia emocional e inclusión educativa

Strategies for diversity in Ecuador based on emotional intelligence and educational inclusion

Shaskia Verónica Villavicencio-Kuffós

Karen Mariela Cedeño-Sánchez

Nancy Claribel Ortiz-Farías

Ruth Elizabeth Álava-Macías

Integrative proposal: model of strategies for diversity in Ecuador based on

emotional intelligence and educational inclusion

Based on a systematic analysis of the specialised literature, an integrative model

is presented that articulates specific strategies for addressing diversity in the

Ecuadorian educational context through the implementation of programmes

focused on emotional intelligence as a fundamental tool for educational inclusion.

This model is structured around five interrelated components that address

different dimensions of the inclusive educational process.

Component for the development of basic socio-emotional skills

The first component of the model focuses on the systematic development of

fundamental socio-emotional skills that form the basis for building inclusive

educational environments. This component includes the design of curricular

programmes that integrate the development of skills such as emotional

recognition, self-regulation, empathy and basic social skills.

The implementation of this component requires the structuring of differentiated

pedagogical activities according to educational levels, recognising that emotional

competencies develop progressively throughout the life cycle. For early childhood

and primary education, the use of playful strategies is proposed to facilitate

emotional recognition and expression through activities such as dramatisations,

role-playing, and artistic practices that allow for the safe exploration of different

emotional states.

At the secondary and higher education levels, the component incorporates more

sophisticated methodologies that include self-awareness workshops, culturally

adapted mindfulness techniques, and collaborative projects that require the

application of emotional skills in real-life contexts. The curricular progression

ensures that students gradually develop more complex competencies that enable

them to function successfully in diverse environments.

Cognopolis

Revista de educción y pedagogía

Vol. 3(3), 66-91, 2025

Estrategias para la diversidad en Ecuador desde la inteligencia emocional e inclusión educativa

Strategies for diversity in Ecuador based on emotional intelligence and educational inclusion

Shaskia Verónica Villavicencio-Kuffós

Karen Mariela Cedeño-Sánchez

Nancy Claribel Ortiz-Farías

Ruth Elizabeth Álava-Macías

Specialised teacher training component

The second component recognises that the effectiveness of any educational

inclusion programme depends fundamentally on the preparation and skills of

educators. This component proposes the development of comprehensive teacher

training programmes that combine theoretical knowledge about emotional

intelligence and diversity with practical skills for implementation in heterogeneous

classrooms.

The proposed teacher training includes specific modules on identifying and

valuing student diversity, empathic communication techniques, intercultural

conflict management strategies, and inclusive assessment methods that

recognise different ways of demonstrating skills. The programmes incorporate

experiential components that allow teachers to directly experience the

methodologies they will later implement with their students.

Complementarily, this component includes the creation of teaching communities

of practice where educators can share experiences, collaboratively resolve

questions, and receive ongoing support in the implementation of inclusive

practices. These communities function as spaces for lifelong learning that

contribute to the sustainability of educational inclusion initiatives.

Curriculum and methodological adaptation component

The third component addresses the need to adapt both curriculum content and

teaching methodologies to respond effectively to student diversity. This

component proposes the implementation of universal design approaches to

learning that provide multiple pathways to knowledge and multiple ways of

demonstrating acquired competencies.

Curricular adaptations include the incorporation of content that reflects the

cultural diversity of the Ecuadorian context, the use of case studies that represent

different population groups, and the integration of multiple perspectives in the

Cognopolis

Revista de educción y pedagogía

Vol. 3(3), 66-91, 2025

Estrategias para la diversidad en Ecuador desde la inteligencia emocional e inclusión educativa

Strategies for diversity in Ecuador based on emotional intelligence and educational inclusion

Shaskia Verónica Villavicencio-Kuffós

Karen Mariela Cedeño-Sánchez

Nancy Claribel Ortiz-Farías

Ruth Elizabeth Álava-Macías

approach to academic topics. These adaptations seek to ensure that all students

can identify with the educational content and recognise the relevance of their

learning.

Methodological adaptations include diversifying teaching strategies to

accommodate different learning styles, using educational technologies that

facilitate the personalisation of learning, and implementing flexible assessment

systems that recognise different ways of demonstrating competencies. This

multiple methodological approach ensures that individual differences are valued

as resources rather than obstacles to learning.

Inclusive organisational climate component

The fourth component recognises that educational inclusion transcends specific

pedagogical practices and requires the construction of organisational cultures

that actively promote the valuing of diversity. This component proposes strategies

for the development of institutional climates that facilitate the equitable

participation of all members of the educational community.

Organisational strategies include the development of explicit institutional policies

on diversity and inclusion, the creation of physical spaces that accommodate

different needs and preferences, and the implementation of communication

systems that facilitate the participation of families and communities with different

sociocultural characteristics. These structural elements provide the institutional

framework necessary for the development of sustainable inclusive practices.

The component also includes the implementation of awareness-raising

programmes for the entire educational community, including administrative and

service staff and families. These programmes seek to develop understanding and

appreciation of diversity at all institutional levels, creating support networks that

strengthen inclusion initiatives developed in specific educational spaces.

Evaluation and continuous improvement component

Cognopolis

Revista de educción y pedagogía

Vol. 3(3), 66-91, 2025

Estrategias para la diversidad en Ecuador desde la inteligencia emocional e inclusión educativa

Strategies for diversity in Ecuador based on emotional intelligence and educational inclusion

Shaskia Verónica Villavicencio-Kuffós

Karen Mariela Cedeño-Sánchez

Nancy Claribel Ortiz-Farías

Ruth Elizabeth Álava-Macías

The fifth component establishes systematic mechanisms for the monitoring,

evaluation and continuous improvement of the strategies implemented. This

component recognises that educational inclusion is a dynamic process that

requires constant adaptation in response to the changing needs of the

educational community and the lessons learned from practical experience.

Evaluation mechanisms include systems for collecting quantitative and qualitative

information on the effectiveness of the strategies implemented, involving the

perspectives of students, teachers, families, and other members of the

educational community. This information is used to identify strengths, areas of

opportunity, and needs for adjustment in the implementation of the model.

The continuous improvement component includes structured processes of

collective reflection on the results obtained, collaborative identification of

improvement strategies, and systematic implementation of adjustments based on

the evidence collected. This approach to continuous improvement ensures that

the model remains relevant and effective over time, adapting to changing

conditions in the educational context.

Specific implementation strategies

Strategies for early childhood and primary education

For the early levels of the education system, specific strategies are proposed that

recognise the developmental characteristics of this population and its particular

receptivity to the development of social-emotional competencies. The strategies

include the implementation of daily emotional routines that allow students to

identify and express their emotional states, facilitating the gradual development

of emotional vocabulary and self-regulation skills.

Emotional education activities are integrated across all curricular areas, using

stories, songs, games, and artistic activities that allow for the natural exploration

of emotions and social relationships. The creation of safe spaces where children

Cognopolis

Revista de educción y pedagogía

Vol. 3(3), 66-91, 2025

Estrategias para la diversidad en Ecuador desde la inteligencia emocional e inclusión educativa

Strategies for diversity in Ecuador based on emotional intelligence and educational inclusion

Shaskia Verónica Villavicencio-Kuffós

Karen Mariela Cedeño-Sánchez

Nancy Claribel Ortiz-Farías

Ruth Elizabeth Álava-Macías

can express their individual differences without fear of judgement is proposed,

promoting positive attitudes towards diversity from an early age.

Implementation includes the formation of dialogue circles where students share

personal experiences related to their cultural origins, family traditions, and

individual characteristics. These spaces for exchange facilitate mutual

recognition and the building of relationships based on respect and positive

curiosity about differences.

Strategies for secondary education

In secondary education, strategies are adapted to the psychosocial

characteristics of adolescence, a period characterised by the search for identity

and the importance of group acceptance. The implementation of peer mentoring

programmes is proposed, where students from different backgrounds collaborate

on academic and social projects, developing collaborative leadership skills and

an appreciation of diversity.

The programmes include specialised workshops on emotional intelligence that

address specific topics such as managing academic stress, resolving

interpersonal conflicts, and developing assertive communication skills. These

workshops are designed with the cultural diversity of the participants in mind,

incorporating methodologies that reflect different traditions and perspectives.

The implementation of community service projects that connect students with

diverse social realities is also proposed, promoting the development of empathy

and social commitment. These projects function as experiential laboratories

where students apply emotional skills in real contexts, strengthening their ability

to respond to social diversity.

Strategies for higher education

For higher education, the strategies recognise students' greater autonomy and

their ability to engage in more complex critical reflection processes. The

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Revista de educción y pedagogía

Vol. 3(3), 66-91, 2025

Estrategias para la diversidad en Ecuador desde la inteligencia emocional e inclusión educativa

Strategies for diversity in Ecuador based on emotional intelligence and educational inclusion

Shaskia Verónica Villavicencio-Kuffós

Karen Mariela Cedeño-Sánchez

Nancy Claribel Ortiz-Farías

Ruth Elizabeth Álava-Macías

implementation of professional development programmes that integrate technical

competencies with social-emotional skills is proposed, preparing future

professionals to perform effectively in diverse work environments.

The strategies include the creation of spaces for intercultural dialogue where

students from different majors and backgrounds share perspectives on relevant

academic and social issues. These spaces facilitate the development of

intercultural communication and critical thinking skills, which are essential for

professional practice in diverse societies.

The implementation of collaborative research programmes is also proposed,

where multidisciplinary teams address complex social issues, applying

methodologies that value different forms of knowledge and methodological

approaches. These programmes contribute to both the academic development

and social commitment of students.

Mechanisms for intersectoral coordination

Coordination with public policies

The successful implementation of the proposed model requires strategic

coordination with public education policies at the national and local levels. The

development of partnerships with government institutions responsible for

education is proposed to ensure that inclusion strategies are aligned with existing

regulatory frameworks and contribute to the fulfilment of public policy objectives.

This coordination includes participation in forums for dialogue on educational

policy, where evidence can be provided on the effectiveness of approaches

based on emotional intelligence for promoting inclusion. This participation

contributes both to the legitimisation of the proposed strategies and to influencing

the development of policies that are more sensitive to diversity.

Linking with social organisations

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Revista de educción y pedagogía

Vol. 3(3), 66-91, 2025

Estrategias para la diversidad en Ecuador desde la inteligencia emocional e inclusión educativa

Strategies for diversity in Ecuador based on emotional intelligence and educational inclusion

Shaskia Verónica Villavicencio-Kuffós

Karen Mariela Cedeño-Sánchez

Nancy Claribel Ortiz-Farías

Ruth Elizabeth Álava-Macías

The model recognises the importance of establishing links with civil society

organisations working on issues related to diversity, human rights and social

development. These alliances provide additional resources for the

implementation of strategies and facilitate the connection between educational

processes and broader social realities.

These links include the participation of representatives from social organisations

in educational activities, the development of joint projects that benefit both

educational institutions and communities, and the exchange of experiences and

lessons learned between different social sectors.

Collaboration with families and communities

Effective educational inclusion requires the active participation of families and

communities in educational processes. The development of training programmes

for families is proposed to enable them to support their children's socio-emotional

development and understand the importance of diversity in the educational

process.

The programmes include workshops on effective family communication,

strategies to support children's emotional development, and spaces for exchange

between families from different backgrounds to facilitate the construction of

mutual support networks. This family participation strengthens the consistency

between the values promoted at home and at school, enhancing the impact of

the strategies implemented.

Resources needed for implementation

Human resources

The implementation of the model requires the availability of specialised human

resources, including educational psychologists trained in emotional intelligence,

social workers with experience in cultural diversity, and teachers specialised in

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Revista de educción y pedagogía

Vol. 3(3), 66-91, 2025

Estrategias para la diversidad en Ecuador desde la inteligencia emocional e inclusión educativa

Strategies for diversity in Ecuador based on emotional intelligence and educational inclusion

Shaskia Verónica Villavicencio-Kuffós

Karen Mariela Cedeño-Sánchez

Nancy Claribel Ortiz-Farías

Ruth Elizabeth Álava-Macías

inclusive education. These professionals act as facilitators of change processes

and as support resources for regular teachers.

The formation of interdisciplinary teams that include representatives from

different areas of knowledge is also proposed, allowing for comprehensive

approaches to issues related to diversity and inclusion. These teams provide

multiple perspectives that enrich the strategies implemented and facilitate

adaptation to different institutional contexts.

Material and technological resources

Implementation requires material resources, including specialised teaching

materials for emotional education, physical spaces adapted for group and

individual activities, and educational technologies that facilitate the

personalisation of learning. These resources must be culturally appropriate and

accessible to students with different needs and characteristics.

The use of technological platforms is proposed to facilitate communication

between different members of the educational community, access to digital

educational resources, and the documentation of processes and results. These

technologies should be selected considering institutional capacities and the

characteristics of the populations served.

Financial resources

The sustainability of the model requires the identification of funding sources that

include public, private, and international cooperation resources. The

development of funding proposals that demonstrate both the viability and

potential impact of the proposed strategies is proposed, facilitating the obtaining

of the necessary resources for implementation.

Financial resources should cover both initial implementation costs and long-term

operating and maintenance expenses. Financial planning should consider the

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Revista de educción y pedagogía

Vol. 3(3), 66-91, 2025

Estrategias para la diversidad en Ecuador desde la inteligencia emocional e inclusión educativa

Strategies for diversity in Ecuador based on emotional intelligence and educational inclusion

Shaskia Verónica Villavicencio-Kuffós

Karen Mariela Cedeño-Sánchez

Nancy Claribel Ortiz-Farías

Ruth Elizabeth Álava-Macías

possibility of gradual implementation, allowing for adjustments based on

experience and resource availability.

DISCUSSION

The results obtained in this research show significant convergence with trends

identified in the international literature on emotional intelligence and educational

inclusion. The relationship identified between the development of socio-emotional

skills and the creation of inclusive educational environments coincides with

evidence reported in diverse educational contexts, suggesting the universality of

certain fundamental principles in this field.

Particularly relevant is the convergence with the evidence provided by Caballero-

García and Ruiz (2025) regarding the relationship between emotional intelligence

and subjective well-being in university students. This convergence supports the

hypothesis that the development of emotional skills contributes not only to

academic performance but also to students' overall satisfaction and adaptation,

which are particularly important in diverse contexts where students may face

additional challenges of social and academic integration.

The importance identified for specialised teacher training is echoed in the

approaches of Dolev and Leshem (2017) on the elements necessary for the

effective design of emotional intelligence training programmes for educators. This

convergence suggests that, regardless of the specific context, teacher training is

a determining factor in the success of educational inclusion initiatives based on

emotional intelligence.

Despite the convergences identified, the analysis revealed specific features of

the Ecuadorian context that require special consideration in the design of

educational inclusion strategies. The ethnic and linguistic diversity characteristic

of the country, documented in the references analysed, demands approaches

that explicitly recognise the different cultural traditions and knowledge systems

present in the student population.

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Revista de educción y pedagogía

Vol. 3(3), 66-91, 2025

Estrategias para la diversidad en Ecuador desde la inteligencia emocional e inclusión educativa

Strategies for diversity in Ecuador based on emotional intelligence and educational inclusion

Shaskia Verónica Villavicencio-Kuffós

Karen Mariela Cedeño-Sánchez

Nancy Claribel Ortiz-Farías

Ruth Elizabeth Álava-Macías

The evidence provided by Rojas-Avilés et al. (2020) on perceptions of inclusive

education in Ecuador reveals both positive attitudes and systematic barriers that

reflect tensions between aspirations for equity and institutional realities. This

situation suggests that the proposed strategies should address not only technical

aspects related to pedagogical methodologies, but also cultural and structural

dimensions that can facilitate or hinder the implementation of inclusive practices.

The educational segmentation documented by Valdivieso et al. (2022) in the Latin

American context has specific implications for Ecuador, where socioeconomic

differences can interact with ethnic and cultural diversity, creating complex

patterns of exclusion and inclusion. This reality demands strategies that

simultaneously address multiple dimensions of diversity rather than one-

dimensional approaches that may inadvertently reproduce forms of exclusion.

The analysis identified promising methodological innovations emerging from the

intersection between emotional intelligence and educational inclusion.

Particularly relevant are the playful strategies documented by García-Santana

and Navarrete-Pita (2022), which demonstrate effectiveness in the development

of emotional competencies in adolescent populations. These strategies offer

methodological alternatives that may be particularly appropriate for contexts

characterised by cultural diversity, where playful activities can function as

universal languages that facilitate intercultural communication.

The collaborative learning methodologies identified in several studies analysed

show particular potential for diverse contexts, where interaction between students

with different characteristics can become a source of mutual learning rather than

a source of tension. The evidence reviewed suggests that when these

methodologies are implemented appropriately, they can contribute to both the

academic development and socio-emotional growth of participants.

The integration of educational technologies also emerges as a promising

methodological innovation, particularly when considering the generational

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Revista de educción y pedagogía

Vol. 3(3), 66-91, 2025

Estrategias para la diversidad en Ecuador desde la inteligencia emocional e inclusión educativa

Strategies for diversity in Ecuador based on emotional intelligence and educational inclusion

Shaskia Verónica Villavicencio-Kuffós

Karen Mariela Cedeño-Sánchez

Nancy Claribel Ortiz-Farías

Ruth Elizabeth Álava-Macías

characteristics of contemporary students. Evidence provided by Ghita-Pirnuta

and Cismaru (2022) on the development of emotional intelligence in millennial

students suggests that technologically mediated strategies can increase student

engagement and facilitate the personalisation of emotional learning processes.

The results obtained have significant implications for the design of both initial and

continuing teacher training programmes. The evidence analysed suggests that

traditional teacher training may be insufficient to respond effectively to the

demands of inclusion in diverse contexts, which requires substantial

transformations in training approaches.

The research by Erasmus et al. (2022) on classroom factors that contribute to the

development of emotional intelligence provides specific elements that should be

incorporated into teacher training programmes. These elements include skills for

creating positive emotional climates, competencies for facilitating constructive

social interactions among diverse students, and abilities to adapt pedagogical

strategies to different emotional and cultural needs.

Teacher training should also address personal dimensions related to educators'

own emotional competencies. Evidence suggests that teachers with developed

emotional competencies are better prepared to facilitate the development of

these competencies in their students, which implies that training programmes

should include components of self-awareness and personal development.

The systemic implementation of the proposed strategies faces significant

challenges that arise from both the characteristics of the education system and

broader social conditions. Evidence provided by Mejía-Caguana et al. (2023) on

the competencies and values necessary for inclusive educational environments

suggests that successful implementation requires transformations that transcend

specific pedagogical practices and encompass entire institutional cultures.

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Revista de educción y pedagogía

Vol. 3(3), 66-91, 2025

Estrategias para la diversidad en Ecuador desde la inteligencia emocional e inclusión educativa

Strategies for diversity in Ecuador based on emotional intelligence and educational inclusion

Shaskia Verónica Villavicencio-Kuffós

Karen Mariela Cedeño-Sánchez

Nancy Claribel Ortiz-Farías

Ruth Elizabeth Álava-Macías

CONCLUSION

The research achieved its purpose by examining and systematising the

theoretical and applied contributions that establish links between the

development of emotional intelligence and the promotion of inclusive educational

spaces within the Ecuadorian reality, demonstrating that training in socio-

emotional skills is a substantial element in building learning environments that

authentically recognise and value student diversity.

Through the analysis of specialised sources, it was possible to verify that,

although certain fundamentals remain valid in various international scenarios,

Ecuador exhibits unique characteristics originating in its ethnic, linguistic and

social stratum diversity, circumstances that require the construction of strategies

tailored to these local realities.

The proposed integrative model, structured around five interrelated dimensions,

seeks to consolidate fundamental socio-emotional skills, provide specialised

training for teaching staff, make curricula and methodologies more flexible, build

welcoming institutional environments, and implement ongoing assessment

systems. It addresses these specific territorial characteristics while being based

on accurate and proven scientific principles.

It is important to note that appropriate attention to the heterogeneity of

Ecuadorian students requires comprehensive approaches that go beyond

fragmented pedagogical interventions, demanding profound transformations in

teacher training processes, institutional guidelines, and coordination between

different social sectors, where emotional capacities function as instruments that

enable mutual recognition, genuine appreciation of individual differences, and the

construction of equitable educational trajectories that effectively contribute to the

academic and personal well-being of all learners.

Cognopolis

Revista de educción y pedagogía

Vol. 3(3), 66-91, 2025

Estrategias para la diversidad en Ecuador desde la inteligencia emocional e inclusión educativa

Strategies for diversity in Ecuador based on emotional intelligence and educational inclusion

Shaskia Verónica Villavicencio-Kuffós

Karen Mariela Cedeño-Sánchez

Nancy Claribel Ortiz-Farías

Ruth Elizabeth Álava-Macías

FUNDING

Non-monetary

CONFLICT OF INTEREST

There is no conflict of interest with individuals or institutions linked to the

research.

ACKNOWLEDGEMENTS

We would like to thank the Latin American academic community dedicated to the

study of educational inclusion and socio-emotional development, whose ongoing

work generates knowledge that underpins research such as this and guides the

construction of more equitable and humanised education systems.

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Strategies for diversity in Ecuador based on emotional intelligence and educational inclusion

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Karen Mariela Cedeño-Sánchez

Nancy Claribel Ortiz-Farías

Ruth Elizabeth Álava-Macías

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Ruth Elizabeth Álava-Macías

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