Interculturality and School Peace in Competency-Based Academic Performance Among Students in the Costa Regime, 2025-2026
DOI:
https://doi.org/10.29076/issn.2528-7737vol19iss52.2026pp112-127pKeywords:
interculturality, school coexistence, school peace, competency-based learning, lower secondary educationAbstract
The study examined the relationship between interculturality, school peace, and competency-based academic performance among lower secondary students in Ecuador’s Costa regime during the 2025-2026 school year. The objective was to implement an after-school reinforcement program comprising 34 weekly sessions focused on school coexistence, interculturality, and competency-based performance. A sequential explanatory mixed-methods approach was used with a pretest-posttest structure, intermediate measurement points, and triangulation through student portfolios and teacher observations. The sample consisted of 160 eighth- and ninth-grade students. Results showed increases between the initial and final measurements in respect, empathy, collaboration, self-regulation, and intercultural recognition, together with differences in communication, collaborative work, and problem solving. Attendance was associated with final school coexistence (ρ = .50), final intercultural recognition (ρ = .43), and final academic performance (ρ = .46), with p < .001. Total school coexistence showed a statistically significant difference between the initial and final measurements, t(159) = 14.60, p < .001, d_z = 1.15. Overall, the results described favorable variations during the study period; however, the absence of a comparison group prevents attributing these changes exclusively to the program
Downloads
References
Alonso-Rodríguez, I., Pérez-Jorge, D., Pérez-Pérez, I. y Olmos-Raya, E. (2025). Restorative practices in reducing school violence: a systematic review of positive impacts on emotional wellbeing. Frontiers In Education, 10. https://doi.org/10.3389/feduc.2025.1520137
Asamblea Nacional del Ecuador. (2025). Ley Orgánica de Educación Intercultural [Codificada]. Gob.ec. https://bit.ly/4kDdqzK
Ballena, I., Collantes, H., Carrasco, D. y Bocanegra, A. (2025). Violencia escolar en instituciones educativas: Una revisión bibliométrica. Prohominum, 7(4), 104-117. https://doi.org/10.47606/ACVEN/PH0386
Bochaver, A., Korneev, A. y Khlomov, K. (2022). School Climate Questionnaire: A New Tool for Assessing the School Environment. Frontiers In Psychology, 13, 871466. https://doi.org/10.3389/fpsyg.2022.871466
Bravo-Sanzana, M., Terán-Mendoza, O., Miranda, R., Oriol, X., Varela, J. y Mieres-Chacaltana, M. (2025). Design and Validation of the Multidimensional School Social Climate Inventory for Adolescents (MSSCI-A) in Chile. Behavioral Sciences, 15(11), 1588. https://doi.org/10.3390/bs15111588
British Educational Research Association. (2024). Ethical guidelines for educational research (5th ed.) https://bit.ly/4ak0njt
De la Fuente-González, S., Álvarez-Hevia, D. y Rodríguez-Martín, A. (2025). Universal Design for Learning. A systematic review of its role in Teacher Education. Alteridad, 20(1), 113-128. https://doi.org/10.17163/alt.v20n1.2025.09
Garcia, V. y De la Pena, G. (2024). Collaborative work as a pedagogical strategy to favor the school coexistence of children. Minerva, 5(14), 40-51. https://doi.org/10.47460/minerva.v5i14.162
Gómez, M. (2023). Convivencia escolar: Una mirada desde la otredad y diversidad . Revista Oratores, (19), 152-163. https://doi.org/10.37594/oratores.n19.1203
Guo, P. y Wang, Z. (2025). Implementation fidelity of universal design for learning and effects on student achievement engagement and belonging. Scientific Reports, 15(1), 45430. https://doi.org/10.1038/s41598-025-30079-1
Gutiérrez, P. (2024). Design Thinking en la enseñanza aprendizaje de la interculturalidad, en octavo grado de la Unidad Educativa Fiscomisional “La Dolorosa”. Periodo 2023-2024 [Trabajo de Integración Curricular, Universidad Nacional de Loja]. Repositorio Institucional de la Universidad Nacional de Loja. https://dspace.unl.edu.ec/items/ca925bbb-e8cd-496a-abba-fbd86bc07810
Healey, S., Fakes, K., Malau-Aduli, B., Leigh, L. y Nair, B. (2025). Exploring experiences of work-related inequitable treatment among international medical graduates (IMGs): A sequential explanatory mixed methods study. PLoS ONE, 20(2), e0319230. https://doi.org/10.1371/journal.pone.0319230
Hirata, I., Nishimura, T., Osuka, Y., Wakuta, M., Tsukui, N., Tsuchiya, K. y Senju, A. (2024). Multifaceted perception of school climate: association between students’ and teachers’ perceptions and other teacher factors. Frontiers In Education, 9. https://doi.org/10.3389/feduc.2024.1411503
Huanca, H. (2025). Multiculturalidad en el entorno escolar: desafíos y oportunidades. AULA VIRTUAL, 6(13), 2034-2056. https://doi.org/10.5281/zenodo.17609058
Kouhsari, M., Huang, X., Wang, C. y Lee, J. (2024). The association between school climate, teacher emotions, and adaptive instruction. Frontiers In Education, 9. https://doi.org/10.3389/feduc.2024.1447440
Ma, W., Yang, W. y Bu, Q. (2024). Interconnected factors in EFL engagement: classroom climate, growth mindset, and achievement goals. Frontiers In Psychology, 15, 1353360. https://doi.org/10.3389/fpsyg.2024.1353360
Méndez, J., Estrada, E., García, G., Hernández, B. y Maldonado, P. (2025). La Convivencia Escolar y su Gestión como Elemento Clave para el Aprendizaje. Ciencia Latina Revista Científica Multidisciplinar, 9(5), 5726-5759. https://doi.org/10.37811/cl_rcm.v9i5.19918
Millán-Gómez, M. (2024). Interculturalidad, Lenguaje y Educación desde la Perspectiva Sociológica. Revista Docentes 2.0, 17(2), 124-131. https://doi.org/10.37843/rted.v17i2.535
Ministerio de Educación, Deporte y Cultura. (2025a). Lineamientos de convivencia intercultural para prevenir y abordar la discriminación y el racismo en el Sistema Nacional de Educación. https://bit.ly/4kDUJfy
Ministerio de Educación, Deporte y Cultura. (2025b). Plan Nacional para la Erradicación de la Violencia en el Contexto Educativo. https://bit.ly/4rLRuoy
Naciones Unidas. (2015a). Objetivo 4: Garantizar una educación inclusiva, equitativa y de calidad y promover oportunidades de aprendizaje durante toda la vida para todos. https://www.un.org/sustainabledevelopment/es/education/
Naciones Unidas. (2015b). Objetivo 16: Paz, justicia e instituciones sólidas. https://www.un.org/sustainabledevelopment/es/peace-justice/
Nowell, L., Dolan, S., Johnston, S., Jacobsen, M., Lorenzetti, D. y Paolucci, E. O. (2024). Exploring Student Perspectives and Experiences of Online Opportunities for Virtual Care Skills Development: Sequential Explanatory Mixed Methods Study. JMIR Nursing, 7, e53777. https://doi.org/10.2196/53777
Pacco, A., Trujillo, W. y Hinojosa, F. (2024). Estrategias de convivencia escolar y habilidades sociales en estudiantes de secundaria en Cusco, 2024. Revista Científica UISRAEL, 11(3), 163-180. https://doi.org/10.35290/rcui.v11n3.2024.1106
Quishpe-Guano, F. y Pérez-Fernández, R. (2025). Validación de la Escala de Sensibilidad Intercultural de Chen y Starosta en el contexto cultural ecuatoriano. Revista Andina De Educación, 8(2), 5565. https://doi.org/10.32719/26312816.5565
Romero, J., Vásquez, M., Ortega, A. y Yaguachi, M. (2024). Impacto del clima áulico en el rendimiento académico de estudiantes de segundo año en Ecuador: Impact of classroom climate on the academic performance of second-year students in Ecuador. Revista Scientific, 9(32), 145-168. https://doi.org/10.29394/Scientific.issn.2542-2987.2024.9.32.7.145-168
Romero, M., Bravo, B., Espinoza, C. y Chamba, D. (2023). Use of stories and metacognitive strategies to promote positive school life. Universidad Ciencia Y Tecnología, 27(121), 42-51. https://doi.org/10.47460/uct.v27i121.753
Saavedra-Urcia, O., Dávila-Cisneros, J., Carrasco-Huaman, D. y Bracho-Fuenmayor, P. (2025). Estrategias interculturales para el fortalecimiento institucional del sector público en Latinoamérica. CIENCIAMATRIA, 11(20), 4-29. https://doi.org/10.35381/cm.v11i20.1532
Zhao, Y. y Sang, B. (2025). The Effect of Social-Emotional Learning Programs on Elementary and Middle School Students’ Academic Achievement: A Meta-Analytic Review. Behavioral Sciences, 15(11), 1527. https://doi.org/10.3390/bs15111527
Downloads
Published
Issue
Section
License
Copyright (c) 2026 Mariana Elizabeth Espinoza León, Pablo José Gutiérrez Quezada , Jimmy Patricio Moreno, Holinda del Cisne Medina Montaño
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Authors can keep the copyright, granting the journal right of first publication. Alternatively, authors can transfer copyright to the journal, which allow authors non-commercial use of the work, including the right to place it in a file open access.
