Educational Innovations and Technology
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Abstract
Abstract
Learning recovery in Ecuadorian primary education constitutes a priority challenge due to the persistence of academic delays and educational gaps deepened by the pandemic. The study aimed to analyze the relationship between learning recovery and educational inequality among Ecuadorian students in Basic General Education, considering the social, pedagogical, and institutional factors that condition school achievement. An exploratory bibliographic review was conducted based on scientific articles, technical reports, national and international assessments, and educational policy documents, organized through a documentary analysis matrix. The results showed that learning losses mainly affected foundational competencies in reading, writing, mathematics, and science, with greater impact on students exposed to socioeconomic inequality, the digital divide, limited family support, and heterogeneous school conditions. Likewise, the most relevant recovery strategies were identified as those requiring timely diagnosis, curricular prioritization, targeted tutoring, formative assessment, and sustained institutional support. It is concluded that learning recovery should not be understood as an isolated remedial action, but as an equity-oriented policy aimed at reducing structural inequalities, strengthening school trajectories, and ensuring essential learning with quality.
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@article{VeraQuijije2026Recuperaci,
title = {Recuperación de aprendizajes y desigualdad educativa en estudiantes ecuatorianos de educación básica},
author = {Kenlly Vanessa Vera-Quijije and Pastora Emilia Boza-Navarrete and Mercedes Belén Moya-Muñoz and Aguedina Martha Sampedro-Cedeño and Lérida María Guerrero-Carrera},
journal = {Revista Científica Zambos.},
year = {2026},
doi = {10.69484/rcz/v5/n2/181},
url = {https://doi.org/10.69484/rcz/v5/n2/181}
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