Arquitectura del aprendizaje integral: Convergencia entre inteligencias múltiples e inclusión educativa

Carina Elizabeth Cevallos Cadena; Deysi Paola Jácome Quinaluisa; Fernanda Isabel Ayala Escudero; Karen Lizeth Bunce Jiménez; Mónica Iveth Balarezo Vasco; Eugenia Patricia Castellano Herrera; Karina de los Ángeles Vera Pasquel; Jefersson Galo Flores Cartagena; Paul Fernando Charco Oña; Gissela del Pilar Espín Ruiz

Architecture of holistic learning: Convergence between multiple intelligences and educational inclusion

Authors

Carina Elizabeth Cevallos Cadena, Autor independiente, (Ecuador).; Deysi Paola Jácome Quinaluisa, Autor independiente, (Ecuador).; Fernanda Isabel Ayala Escudero, Autor independiente, (Ecuador).; Karen Lizeth Bunce Jiménez, Autor independiente, (Ecuador).; Mónica Iveth Balarezo Vasco, Autor independiente, (Ecuador).; Eugenia Patricia Castellano Herrera, Autor independiente, (Ecuador).; Karina de los Ángeles Vera Pasquel, Autor independiente, (Ecuador).; Jefersson Galo Flores Cartagena, Autor independiente, (Ecuador).; Paul Fernando Charco Oña, Autor independiente, (Ecuador).; Gissela del Pilar Espín Ruiz, Autor independiente, (Ecuador).

Keywords:

Comprehensive learning, Multiple intelligences, Educational inclusion

Synopsis

The book Architecture of Holistic Learning: Convergence Between Multiple Intelligences and Educational Inclusion presents a theoretical proposal that integrates the main foundations of contemporary learning from an interdisciplinary perspective, articulating educational theories, neuroeducation, the theory of multiple intelligences, and educational inclusion. The work begins with a critical analysis of traditional learning approaches, highlighting the need to move beyond fragmented perspectives to understand human development as a multidimensional process in which cognitive, emotional, social, and biological factors interact. Throughout its ten chapters, the book examines the epistemological foundations of learning, the conceptual framework of holistic learning, the evolution and typology of multiple intelligences, and their implications for teaching practice. It also delves into the principles of inclusive education, Universal Design for Learning (UDL), and teaching strategies aimed at addressing the diversity present in classrooms. The text proposes pedagogical models that promote personalized learning, the recognition of different cognitive profiles, and the development of equitable and accessible educational environments. Finally, strategies are presented for designing a comprehensive learning architecture based on active methodologies, formative assessment, the integration of educational technologies, and continuous monitoring systems, with the aim of strengthening student-centered education and fostering the development of all students' potential. Overall, this work is a valuable resource for teachers, researchers, and education professionals interested in promoting innovative, inclusive, and evidence-based pedagogical practices.

Author Biographies

Carina Elizabeth Cevallos Cadena, Autor independiente, (Ecuador).

Advanced Technician in Systems Programming, graduated from the Cinco de Junio Higher Technological Institute (Ecuador). Computer Systems Engineer, graduated from the Technical University of Cotopaxi (Ecuador). Master's in Education, specializing in Higher Education, from the Ibero-American University (Mexico). Teacher with 5 years of experience.

Deysi Paola Jácome Quinaluisa, Autor independiente, (Ecuador).

Business Administration Engineer, graduated from the Central University of Ecuador (Ecuador). Master's degree in Education specializing in Higher Education from the Ibero-American International University (Puerto Rico). Master's degree in Secondary Education with a specialization in Mathematics Pedagogy from the State University of Milagro (Ecuador). Teacher with 8 years of experience.

Fernanda Isabel Ayala Escudero, Autor independiente, (Ecuador).

Elementary school teacher, graduated from the Technical University of Cotopaxi, (Ecuador). Master's degree in Higher Education from the Ibero-American University, (Puerto Rico). Teacher with 5 years of experience.

Karen Lizeth Bunce Jiménez, Autor independiente, (Ecuador).

Bachelor of Science in Education with a specialization in Language and Literature, graduated from the Central University of Ecuador (Ecuador). Teacher with 7 years of experience.

Mónica Iveth Balarezo Vasco, Autor independiente, (Ecuador).

Bachelor of Science in Education, specializing in Early Childhood Education, graduated from the Technical University of Ambato, (Ecuador). Teacher with 21 years of experience.

Eugenia Patricia Castellano Herrera, Autor independiente, (Ecuador).

Teacher of Language and Communication, graduated from the Equinoctial Technological University (Ecuador). Bachelor's degree in Educational Administration, graduated from the Equinoctial Technological University (Ecuador). Bachelor's degree in Adult Education, graduated from the Equinoctial Technological University (Ecuador). Master's degree in Pedagogical Innovation and Educational Leadership from the Indoamerica Technological University (Ambato). Teacher with 25 years of experience.

Karina de los Ángeles Vera Pasquel, Autor independiente, (Ecuador).

Bachelor of Science in Education with a specialization in Early Childhood Education, graduated from the Central University of Ecuador (Ecuador). Master's degree in Psychopedagogy from the University of Panama (Panama). Teacher with 17 years of experience.

Jefersson Galo Flores Cartagena, Autor independiente, (Ecuador).

Bachelor of Science in Education with a specialization in Language and Literature, graduated from the Central University of Ecuador (Ecuador). Master's degree in Psychopedagogy. Teacher with 14 years of experience.

Paul Fernando Charco Oña, Autor independiente, (Ecuador).

Bachelor's degree in Executive Management Assistance from the Central University of Ecuador (Ecuador). Master's degree in Basic Education from the Bolivarian University of Ecuador (Ecuador). Bachelor's degree in Education from the Integral University of the Caribbean and Latin America – UNICAL (Curaçao, a member state of the Kingdom of the Netherlands). PhD candidate at the Central University of Querétaro – UNICEQ (Mexico).

Gissela del Pilar Espín Ruiz, Autor independiente, (Ecuador).

Economist, graduated from the Central University of Ecuador (Ecuador). Graduate of the Master's Program in Project Design and Evaluation from the Central University of Ecuador (Ecuador). Professor with 7 years of experience.