Risk management of academic performance indicators in Secondary Education in Ecuador

Abstract

Academic performance in secondary education is a key indicator of educational quality and students' readiness for the transition to higher education or the labor market. However, various personal, social, institutional, and contextual factors affect this performance in Ecuador. This study presents a systematic literature review using the PRISMA methodology to identify the main risks associated with academic performance indicators and propose evidence-based management strategies. The findings highlight that academic resilience, time planning, and integration of learning styles are key personal factors, while family environment, parental involvement, and financial well-being represent significant social challenges. Limitations such as outdated curricula, deficiencies in rural areas, and insufficient implementation of hybrid study modalities were identified. In addition, it was found that quality of life and physical activity act as positive moderators of academic performance, although they are often underestimated in educational policies. It is concluded that academic performance is a multifaceted phenomenon that requires a comprehensive approach. Strategies include strengthening socio-emotional support, updating curricular resources, teacher training, promoting physical activities, and implementing public policies that address social and economic inequalities.