Educational Innovation in Inclusion: New Proposals to Improve Education for All
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Abstract
The article addresses the issue of persistent exclusion in educational systems, despite regulatory advances in inclusion. Structural, cultural, and technological barriers continue to limit the access, participation, and learning of students in vulnerable situations, especially in Latin American contexts. The general objective of the study is to analyze innovative educational proposals designed to promote inclusion processes from a critical and systemic perspective. A qualitative, descriptive, and documentary methodology was employed, examining theoretical frameworks on inclusion, emerging pedagogical models, inclusive digital technologies, and recent public policies. The analysis is based on a rigorous bibliographic review of relevant sources indexed in Scopus, Web of Science, and ERIC, which allows for the identification of trends at both the international and regional levels. Among the most important results, disruptive models, emerging technologies, international paradigm experiences, and support policies that have demonstrated positive impacts are identified. Among the most relevant findings, the need to increase flexible curricula, promote specialized teacher training in inclusion, and foster a coherent articulation between educational innovation, social justice, and equity stands out. It is concluded that the most effective educational innovations are those that integrate adaptive technologies, collaborative work, humanization of learning, sustainable institutional support, specialized teacher training, and sustained public policies, thus allowing progress towards a truly inclusive, equitable, and
relevant education for all.
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Betty Soraya Almeida-Albuja, Universidad Tecnológica Indoamérica - Ecuador
https://orcid.org/0009-0003-9476-8060
Medical Technologist in Speech Therapy.
Nursery assistant.
Technologist in Administration of Children's Centers.
Licentiate in Basic Education.
Director of the Felipito Felipón Children's Center for 25 years.
Currently director of the Center of Directed Tasks.
Sonnia Alexandra Heredia-Gálvez, Universidad Tecnológica Indoamérica - Ecuador
https://orcid.org/0000-0003-0584-837X
PhD in Psychology from the National University of La Plata, Argentina. Master’s Degree in Teaching and Curriculum for Higher Education. Advanced Diploma in Human Talent Management. Doctor in Human Resources.
Professor at the University of the Armed Forces ESPE. Postgraduate professor at the International University of La Rioja – Spain. Postgraduate professor at several national universities.
Member of the International Research Group of the University of Popayán – Colombia. Former member of the CICHE research group at the Indoamérica Technological University. Recipient of an Excellence Scholarship at the University of Valle in Colombia as a researcher. Peer reviewer of undergraduate and postgraduate theses at various universities in the country. Reviewer for high-impact scientific journals. Research Assistant at several national and international universities. Currently leads a national research project for the University of the Armed Forces.
Aracelly Fernanda Núñez-Naranjo, Universidad Tecnológica Indoamérica - Ecuador
Aracelly Fernanda Núñez Naranjo holds a Ph.D. in Humanities and Arts with a major in Educational Sciences from the National University of Rosario (BECARIA-Indoamerica), Argentina. She also holds master's degrees in Management of Socio-Productive Projects and Educational Research, as well as degrees in Basic Education and Electronics and Communications Engineering. Currently, she is a professor at the Universidad Tecnológica Indoamérica and a researcher at the Centro de Investigación en Ciencias Humanas y de la Educación (CICHE) and collaborates externally in multiple research and academic projects. With more than a decade of experience in higher education, she has held key positions as Director of the Faculty of Education Sciences, coordinator in undergraduate and graduate studies, Director of the Degree Unit and specialist in pedagogy. Dr. Núñez is a regular speaker at international meetings and a peer reviewer for several indexed academic journals. She collaborates externally with UNIR-UTEG-UTA in postgraduate programs. Her work focuses on educational innovation, digital inclusion and curriculum development, contributing significantly to research and teaching practice in Latin America. She has 30 publications in Scopus, author of 3 books and more than 40 articles indexed in Latindex 2.0. She has been winner of the national competition for the creation of the evaluation and accreditation model in the field of Education CACES-2025 and is currently part of the CACES-2025 project.
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