Regulatory convergence and distributed campuses: legal foundation of the Phygital model to transform Ecuadorian Higher Education

Abstract

Higher education is undergoing structural changes driven by digitalization, the need for stronger links with the labor market, and the pursuit of institutional efficiency. Traditional centralized models face challenges such as high costs, underutilized infrastructure, and disconnection from productive sector demands. In this context, distributed campuses, combined with phygital strategies, offer a comprehensive approach that integrates physical and digital environments, optimizes existing resources, increases geographic accessibility, and promotes equity in educational access. This model enables more dynamic learning experiences, tailored to diverse student profiles and focused on competencies transferable to the professional sphere. The research adopted a qualitative, descriptive, and comparative approach, based on the review of institutional documents, educational policies, and scientific literature on networked universities, phygital education, and dual training. Organizing information by thematic axes: competency recognition, study modalities, territorial articulation, and efficient resource use allowed the identification of consistent trends and opportunities for improvement in the operation of distributed campuses. Triangulation of information strengthened the interpretation of findings and highlighted the relevance of institutional practices within a solid theoretical framework. Results show that distributed campuses reduce idle infrastructure, facilitate the expansion of technical and successive programs, lower costs for students, and promote proximity to the productive sector. The combination with phygital strategies and recognition of prior learning creates sustainable and inclusive educational pathways, expanding opportunities for students who have historically faced barriers to academic and professional continuity