Enseñando a enseñar: La didáctica en la Educación Superior

Gardenia Alexandra Ramírez Aguirre; Jessica Mariuxi Macías Alvarado; Lorena Marielisa González Granda; Maryuri Edid Cortez Morán; Viviana Beatriz González Barona; Jessica Vanessa Yépez Verduga; Gladis del Consuelo Vinueza Burgos; Roxana Paola Cetre Vásquez; Franklin Gregorio Macias Arroyo; Jefferson Aurelio Flor Montecé

Enseñando a enseñar: La didáctica en la Educación Superior

Authors

Gardenia Alexandra Ramírez Aguirre, Universidad Estatal de Milagro, (Ecuador).; Jessica Mariuxi Macías Alvarado, Universidad Estatal de Milagro, (Ecuador).; Lorena Marielisa González Granda, Universidad Estatal de Milagro, (Ecuador).; Maryuri Edid Cortez Morán, Universidad Estatal de Milagro, (Ecuador).; Viviana Beatriz González Barona, Universidad Estatal de Milagro, (Ecuador).; Jessica Vanessa Yépez Verduga, Universidad Estatal de Milagro, (Ecuador).; Gladis del Consuelo Vinueza Burgos, Universidad Estatal de Milagro, (Ecuador).; Roxana Paola Cetre Vásquez, Universidad Estatal de Milagro, (Ecuador).; Franklin Gregorio Macias Arroyo, Universidad Estatal de Milagro, (Ecuador).; Jefferson Aurelio Flor Montecé, Universidad Tecnológica Empresarial de Guayaquil, (Ecuador).

Keywords:

University didactics, Teacher training, Pedagogical innovation

Synopsis

The book Teaching to Teach: Didactics in Higher Education is a collective work that analyzes pedagogical renewal in contemporary universities from a critical, humanistic, and inclusive perspective. Throughout its ten chapters, it addresses the main axes of university teacher training: the epistemological foundations of didactics, emerging pedagogical models, competency-based planning, formative assessment, technological mediation, inclusive education, student motivation, and teacher professionalization. The authors—teachers and researchers primarily associated with the Milagro State University (UNEMI)—propose a comprehensive vision of university teaching, in which the teacher acts as a mediator, researcher, and agent of change. The work emphasizes the need to move beyond transmissive models and promote active, reflective, and contextualized teaching, consistent with the challenges of the 2030 Agenda and Ecuadorian public policies in higher education. It also highlights the role of technology, inclusive education, and ethical training in building quality, equitable, and socially engaged education. The text serves as a training tool for teachers in training and practicing teachers, offering methodological strategies, case studies, and practical guidance for rethinking teaching from a transformative perspective. In short, the book consolidates a didactic proposal that combines theory, practice, and innovation to strengthen Ecuadorian and Latin American university education in the 21st century.

Author Biographies

Gardenia Alexandra Ramírez Aguirre, Universidad Estatal de Milagro, (Ecuador).

She holds a Bachelor's degree in Educational Sciences, specializing in Early Childhood Education, from the State University of Milagro (Ecuador). She holds a Master's degree in Educational Management from the Regional Autonomous University of the Andes (Ecuador).

Jessica Mariuxi Macías Alvarado, Universidad Estatal de Milagro, (Ecuador).

She holds a Bachelor's degree in Educational Sciences, specializing in Early Childhood Education, from the State University of Milagro (Ecuador). She also holds a Master's degree in Educational Management from the State University of Milagro (Ecuador). She is a doctoral candidate in the Educational Sciences program at the Metropolitan University of Science and Technology (Panama).

Lorena Marielisa González Granda, Universidad Estatal de Milagro, (Ecuador).

She holds a Bachelor's degree in Educational Sciences with a focus on Early Childhood Education from the University of Guayaquil (Ecuador). She also holds a Master's degree in Educational Administration from César Vallejo University (Peru). She is a PhD candidate in Educational Sciences with an emphasis on Education and Pedagogy from the University of Panama (Panama).

Maryuri Edid Cortez Morán, Universidad Estatal de Milagro, (Ecuador).

She holds a Bachelor's degree in Education with a specialization in Commerce and Administration from the University of Guayaquil, (Ecuador). She also holds a Master's degree in Language Teaching in Early Childhood and Primary Education from the International University of La Rioja, (Spain).

Viviana Beatriz González Barona, Universidad Estatal de Milagro, (Ecuador).

She holds a Bachelor's degree in Educational Sciences with a focus on Computer Science and Programming from the State University of Milagro, (Ecuador). She holds a Master's degree in Education with a focus on Language and Literature Teaching from the National University of Education, (Ecuador). She is a PhD candidate in Educational Sciences with an emphasis on Education and Pedagogy from the University of Panama, (Panama).

Jessica Vanessa Yépez Verduga, Universidad Estatal de Milagro, (Ecuador).

She holds a degree in Educational Psychology from the Vicente Rocafuerte Lay University (Ecuador). She also holds a Master's degree in Educational Management from the Milagro State University (Ecuador). She also holds a PhD in Educational Sciences, specializing in Educational Administration, from the Javeriana Polytechnic School of Ecuador (Ecuador). She is a doctoral candidate specializing in Educational Psychopedagogy from the University of Panama (Panama).

Gladis del Consuelo Vinueza Burgos, Universidad Estatal de Milagro, (Ecuador).

She holds a Bachelor's degree in Educational Sciences, specializing in Commerce and Administration, from the University of Guayaquil (Ecuador). She also holds a Master's degree in Early Childhood Development and Education from the Universidad Casa Grande (Ecuador).

Roxana Paola Cetre Vásquez, Universidad Estatal de Milagro, (Ecuador).

She holds a degree in Educational Sciences with a focus on Early Childhood Education from the State University of Milagro (Ecuador). She also holds a Master's Degree in Language Didactics in Early Childhood and Primary Education from the International University of La Rioja (Spain).

Franklin Gregorio Macias Arroyo, Universidad Estatal de Milagro, (Ecuador).

Bachelor of Science in Social Communication from the University of Guayaquil, (Ecuador). Master of Science in Teaching and Curriculum from the Technical University of Babahoyo, (Ecuador).

Jefferson Aurelio Flor Montecé, Universidad Tecnológica Empresarial de Guayaquil, (Ecuador).

He holds a degree in Social Communication Sciences from the University of Guayaquil (Ecuador). He also holds a master's degree in Curriculum Design from the University of Guayaquil (Ecuador). He also holds a doctorate from the Cesar Vallejo University (Peru).