Challenges of educational research in Ecuadorian universities

Abstract

University centers are increasingly tasked with training professionals who possess key competencies for efficient performance in the work environments they join. Preparing them in educational research or classroom research demonstrates a strong impact both on teacher training and student preparation, as it allows them to expand knowledge and put the taught theory into practice. The present study aimed to identify the challenges of classroom research, both in teacher training and student learning, within the context of higher education, specifically at Uniandes, Ibarra campus. A qualitative methodology with a descriptive design was developed; documentary review and analysis of experiences in higher education institutions were used. Two focus groups were conducted, one with students and another with professors, each of which was independently interviewed in a group setting. The importance of classroom research was highlighted for both students and teachers, fundamentally to promote educational innovation and continuous improvement in higher education, recommending its systematic inclusion in the teaching-learning processes across as many subjects as possible. At the same time, challenges were identified that could affect the expected impact of implementing educational research in classrooms. Therefore, actions are proposed to strengthen classroom research at Uniandes, Ibarra campus, which could be generalized to other campuses and universities.

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