<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2306-2495</journal-id>
<journal-title><![CDATA[Serie Científica de la Universidad de las Ciencias Informáticas]]></journal-title>
<abbrev-journal-title><![CDATA[Serie Científica]]></abbrev-journal-title>
<issn>2306-2495</issn>
<publisher>
<publisher-name><![CDATA[Universidad de las Ciencias Informáticas]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2306-24952025000100323</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Las Tecnologías del Empoderamiento y la Participación en el Proceso Enseñanza-Aprendizaje]]></article-title>
<article-title xml:lang="en"><![CDATA[Empowerment and Participation Technologies in the Teaching-Learning Process]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Venegas Loor]]></surname>
<given-names><![CDATA[Leopoldo Vinicio]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Moreira Aguayo]]></surname>
<given-names><![CDATA[Paola Yadira]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rodríguez Rodríguez]]></surname>
<given-names><![CDATA[Alberto]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Sánchez Mendoza]]></surname>
<given-names><![CDATA[Ariel Alain]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Estatal del Sur de Manabí  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Ecuador</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>03</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>03</month>
<year>2025</year>
</pub-date>
<volume>18</volume>
<numero>1</numero>
<fpage>323</fpage>
<lpage>341</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_arttext&amp;pid=S2306-24952025000100323&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_abstract&amp;pid=S2306-24952025000100323&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_pdf&amp;pid=S2306-24952025000100323&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN El presente estudio aborda el impacto de las Tecnologías del Empoderamiento y la Participación (TEP) en el proceso enseñanza-aprendizaje, analizando su aplicación en la carrera de Pedagogía de los Idiomas Nacionales y Extranjeros modalidad presencial de la Universidad Estatal del Sur de Manabí. Se empleó un método de investigación no experimental con un enfoque cuantitativo, utilizando encuestas a docentes de bachillerato técnico en informática para evaluar su nivel de conocimiento y uso de estas tecnologías. Las Tecnologías del Empoderamiento y la Participación (TEP) han cobrado relevancia en el ámbito educativo debido a su potencial para transformar la enseñanza y el aprendizaje. A pesar de su importancia, el uso de estas herramientas sigue siendo limitado en muchas instituciones educativas, especialmente en aquellas con restricciones en infraestructura tecnológica y formación docente. En este estudio, se identificaron desafíos clave, como la falta de capacitación en competencias digitales y la resistencia al cambio por parte del personal docente. La integración de las TEP en el aula permite no solo mejorar la accesibilidad a la información, sino también fomentar la colaboración y el desarrollo de habilidades digitales en los estudiantes. Los resultados revelan un uso limitado de las TEP y una falta de capacitación en competencias digitales, lo que sugiere la necesidad de estrategias de formación para mejorar la integración tecnológica en el aula. Se recomienda implementar programas de formación continua para docentes, así como dotar a la institución de los recursos tecnológicos adecuados. Esta investigación contribuye a la comprensión de la importancia de las TEP y proporciona recomendaciones para su efectiva implementación en el proceso educativo. La investigación está asociada directamente con el proyecto de investigación ¨Uso de la inteligencia artificial para la enseñanza del inglés en las instituciones educativas públicas¨ en ejecución en la carrera Pedagogía de los Idiomas Nacionales y Extranjeros de la Universidad Estatal del Sur de Manabí.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT This study addresses the impact of Empowerment and Participation Technologies (EPT) on the teaching-learning process, analyzing their application in the Pedagogy of National and Foreign Languages degree program, in the face-to-face modality at the Universidad Estatal del Sur de Manabí. A non-experimental research method with a quantitative approach was employed, using surveys administered to technical high school teachers in computer science to assess their level of knowledge and use of these technologies. Empowerment and Participation Technologies (EPT) have gained relevance in the educational field due to their potential to transform teaching and learning. Despite their importance, the use of these tools remains limited in many educational institutions, particularly those with constraints in technological infrastructure and teacher training. This study identified key challenges, such as the lack of training in digital skills and resistance to change among teaching staff. The integration of EPT in the classroom not only improves access to information but also fosters collaboration and the development of digital skills among students. The results reveal a limited use of EPT and a lack of training in digital competencies, suggesting the need for training strategies to enhance technological integration in the classroom. It is recommended to implement continuous professional development programs for teachers and equip institutions with appropriate technological resources. This research contributes to the understanding of the importance of EPT and provides recommendations for their effective implementation in the educational process. The research is directly associated with the research project "Use of artificial intelligence for teaching English in public educational institutions" being carried out in the Pedagogy of National and Foreign Languages &#8203;&#8203;&#8203;&#8203;career at the State University of Southern Manabí.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Tecnologías del Empoderamiento y la Participación (TEP)]]></kwd>
<kwd lng="es"><![CDATA[enseñanza-aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[competencias digitales]]></kwd>
<kwd lng="es"><![CDATA[innovación educativa]]></kwd>
<kwd lng="en"><![CDATA[Empowerment and Participation Technologies (EPT)]]></kwd>
<kwd lng="en"><![CDATA[teaching-learning]]></kwd>
<kwd lng="en"><![CDATA[digital competencies]]></kwd>
<kwd lng="en"><![CDATA[educational innovation]]></kwd>
</kwd-group>
</article-meta>
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