Revista Multidisciplinaria Perspectivas Investigativas
Multidisciplinary Journal Investigative Perspectives
Vol. 5(1), 29-36, 2025
https://doi.org/10.62574/rmpi.v5i1.256
29
Integration and diversity: Strategies for inclusive education in social
sciences
Integración y diversidad: Estrategias para una educación inclusiva en
ciencias sociales
Mirian Gabriela Borja-Ramos
mariangabriela2@gmail.com
Secretaría de Educación, Recreación y Deporte del DMQ, UEM Eugenio Espejo, Quito,
Pichincha, Ecuador
https://orcid.org/0000-0001-9662-0826
Luis Aníbal Pallo-Buse
luis.pallo@quito.gob.ec
Secretaría de Educación, Recreación y Deporte del DMQ, UEM Eugenio Espejo, Quito,
Pichincha, Ecuador
https://orcid.org/0009-0004-6672-9248
ABSTRACT
The objective of the research is to analyse integration and diversity from the proposal of
strategies for an inclusive education in social sciences with emphasis on Ecuadorian education.
Framed in the qualitative approach in a set of 20 scientific articles as a population unit, using
hermeneutics as a tool to interpret the explicit and implicit meanings in the texts. The
development of reflective and critical writing skills fosters the equal participation of students with
diverse backgrounds, connecting the contents with their cultural contexts. Furthermore, the
implementation of active and contextualised methodologies, such as project-based learning and
the use of visual resources, ensures that content is accessible and meaningful.
Descriptors: learning methods; inclusive education; educational opportunities. (Source:
UNESCO Thesaurus).
RESUMEN
Se presenta como objetivo de investigación analizar la integración y diversidad desde la
propuesta de estrategias para una educación inclusiva en ciencias sociales con énfasis en la
educación ecuatoriana. Enmarcado en el enfoque cualitativo en un conjunto de 20 artículos
científicos como unidad poblacional, utilizándose la hermenéutica como herramienta para
interpretar los significados explícitos e implícitos en los textos. El desarrollo de habilidades de
escritura reflexiva y crítica fomenta la participación equitativa de estudiantes con trayectorias
diversas, conectando los contenidos con sus contextos culturales. Asimismo, la implementación
de metodologías activas y contextualizadas, como el aprendizaje basado en proyectos y el uso
de recursos visuales, asegura que los contenidos sean accesibles y significativos.
Descriptores: método de aprendizaje; educación inclusiva, oportunidades educacionales.
(Fuente: Tesauro UNESCO).
Received: 21/09/2024. Revised: 03/10/2024. Approved: 05/11/2024. Published: 17/01/2025.
Research articles section
Revista Multidisciplinaria Perspectivas Investigativas
Multidisciplinary Journal Investigative Perspectives
Vol. 5(1), 29-36, 2025
Integración y diversidad: Estrategias para una educación inclusiva en ciencias sociales
Integration and diversity: Strategies for inclusive education in social sciences
Mirian Gabriela Borja-Ramos
Luis Aníbal Pallo-Buse
30
INTRODUCTION
Inclusive education has been consolidated as a fundamental pillar in the search for a more
equitable society, promoting the active participation of all students, regardless of their individual,
social or cultural characteristics. In the Ecuadorian context, this approach takes on particular
relevance due to the ethnic, cultural and socio-economic diversity that defines the country, as
well as the historical challenges in the implementation of inclusive education policies. According
to Clavijo-Castillo & Bautista-Cerro (2020), ‘inclusive education in Ecuador faces significant
challenges related to teacher training, infrastructure and diversity awareness’, which highlights
the need for pedagogical strategies that respond to these issues.
In the field of social sciences, inclusive education not only seeks to guarantee access and
participation for all students, but also to foster the development of critical-reflective
competencies that enable them to understand and transform their environment. Therefore,
Aguilera-Morales (2017) points out that ‘social sciences have the potential to become a space
for critical reflection on social and cultural inequalities, provided that appropriate pedagogical
strategies are implemented’, which highlights the importance of designing educational proposals
that integrate diversity as a pedagogical resource and not as a barrier.
Likewise, teacher training plays a crucial role in the implementation of inclusive education,
therefore, Delgado-Muñoz, Mendoza-Catagua & Salcedo-Quijije (2024) highlight that ‘teacher
competencies for inclusive education should include skills to identify and address the specific
needs of students, as well as to promote a collaborative and respectful learning environment’. In
this sense, teacher training and awareness-raising are key elements to ensure the success of
inclusive strategies in social sciences.
On the other hand, the Ecuadorian legal framework also supports educational inclusion,
although its practical application faces limitations, as indicated by Hernández-Pico & Samada-
Grasst (2021), who state that ‘the legal framework in Ecuador establishes clear principles of
inclusion, but its effective implementation requires greater commitment from educational
institutions and social actors’. This implies the need to articulate public policies with pedagogical
practices that promote equity and diversity in the classroom.
In this paper, integration and diversity will be analysed from the proposal of strategies for
inclusive education in social sciences, with emphasis on the Ecuadorian context, through a
review of academic literature, theoretical and practical approaches that have been implemented
in this area will be explored, highlighting their impact on the promotion of inclusive education.
This analysis seeks to contribute to the design of pedagogical strategies that respond to the
needs of a diverse and constantly changing society, as stated by Escalante-Puma, Villafuerte-
Alvarez & Escalante-Puma (2022), who argue that ‘educational inclusion is not only a right, but
a tool for building fairer and more cohesive societies’.
In accordance with the above, the research objective is to analyse integration and diversity from
the proposal of strategies for inclusive education in social sciences with emphasis on
Ecuadorian education.
METHOD
The research was framed within the qualitative approach, which allowed us to explore and
understand the meanings, perspectives and contributions of a set of 20 scientific articles as a
population unit related to the stated objective. Therefore, we worked on the interpretation of the
texts as units of analysis, prioritising the construction of meanings and the identification of
thematic patterns that contribute to the development of inclusive strategies in the teaching of
social sciences. In addition, hermeneutics was applied in the following stages:
20 scientific articles addressing educational inclusion in the social sciences were identified,
selected based on their relevance to the research topic. The texts were organised into
documentary categories such as writing and pedagogy, teaching and learning, science,
technology and society, social pedagogy, inclusive assessment, inclusion in higher education
and didactics in early childhood education.
Revista Multidisciplinaria Perspectivas Investigativas
Multidisciplinary Journal Investigative Perspectives
Vol. 5(1), 29-36, 2025
Integración y diversidad: Estrategias para una educación inclusiva en ciencias sociales
Integration and diversity: Strategies for inclusive education in social sciences
Mirian Gabriela Borja-Ramos
Luis Aníbal Pallo-Buse
31
Each article was analysed individually, using hermeneutics as a tool to interpret the explicit and
implicit meanings in the texts. This analysis made it possible to identify the conceptual and
methodological contributions of each study, as well as the connections between the main
themes and the inclusive strategies proposed.
Based on the interpretative analysis, the articles were grouped into thematic categories
reflecting the main approaches of the research. These categories, presented in Table 1, include
definitions that synthesise the studies' contributions to the analysis of educational inclusion.
The results were interpreted in terms of their relevance to inclusive educational practice,
highlighting the pedagogical, social and cultural implications of each category. This process
identified recurring patterns, such as the importance of academic writing, active teaching
methodologies and adaptive assessment in inclusive contexts.
RESULTS
The documentary categories identified in Table 1 group research according to their main
thematic focuses, such as writing and pedagogy, teaching and learning, the relationship
between science, technology and society, social pedagogy, assessment in inclusive contexts,
inclusion in higher education and didactics in early childhood education. Each category includes
references and a definition that synthesises its contribution to the analysis and development of
inclusive strategies in social science education, highlighting issues such as academic writing,
teaching methodologies, educational management, pedagogical practices.
Table 1. Documentary categories on educational inclusion in social sciences.
Reference
Category
Main Topics
Category Definition
Adoumieh (2014)
Writing and Pedagogy
in Social Sciences
Academic writing,
pedagogy, social
sciences.
Addresses the
development of writing
skills and specific
pedagogical strategies
for social sciences.
Aguilera-Morales
(2017), Amado-Angulo
(2024), Coronado-
Martín (2022), Pazmiño-
Campana (2023)
Teaching and Learning
in Social Sciences
History teaching,
contextual strategies,
artistic illustrations,
teaching methods.
Explores
methodologies,
strategies, and
resources to improve
teaching and learning in
social sciences.
Campos-Quintanilla &
Álvarez-Dorta (2023)
Science, Technology,
and Society in Social
Sciences
Science, technology,
society, teaching-
learning.
Analyzes the
relationship between
science, technology,
and society in the
context of social
sciences education.
Caride et al. (2015),
Escalante-Puma et al.
(2022)
Social Pedagogy and
Inclusive Education
Social pedagogy,
educational inclusion,
general education.
Examines how social
pedagogy promotes
educational inclusion at
various levels and in
different contexts.
Delgado-Muñoz et al.
(2024), Martínez-
Sarmiento (2024),
Hernández-Pico &
Samada-Grasst (2021),
Flor-Montecé &
González-Granda
(2023), Escobar et al.
(2020), Fonseca-
Montoya et al. (2020)
Evaluation in Inclusive
Education and Social
Sciences
Teacher competencies,
teacher perception,
legal framework, school
management, school
time, special needs.
Groups studies on the
evaluation of
competencies, teacher
perception, and
educational
management in
inclusive contexts.
Revista Multidisciplinaria Perspectivas Investigativas
Multidisciplinary Journal Investigative Perspectives
Vol. 5(1), 29-36, 2025
Integración y diversidad: Estrategias para una educación inclusiva en ciencias sociales
Integration and diversity: Strategies for inclusive education in social sciences
Mirian Gabriela Borja-Ramos
Luis Aníbal Pallo-Buse
32
Herrera-Seda et al.
(2016), Aguilar-Parra et
al. (2024), Clavijo-
Castillo & Bautista-
Cerro (2020), Jaramillo-
Neira et al. (2024)
Inclusion and Education
in Higher Education
Educational inclusion,
teaching practices,
challenges in
universities, soft skills,
higher education.
Analyzes educational
inclusion, pedagogical
practices, and
challenges in higher
and university
education.
De-la-Hoz & Hard
(2022)
Didactics and Early
Childhood Education
Didactics, pedagogy,
early childhood
education, social
sciences.
Explores specific
didactic and
pedagogical strategies
for early childhood
education in social
sciences.
Source: Own elaboration.
From what is presented in Table 1, it is evident that the work of Adoumieh (2014) highlights the importance
of the development of writing skills and specific pedagogical strategies for the social sciences, while
research such as that of Caride et al. (2015) and Escalante-Puma et al. (2022) delves into the role of
social pedagogy as a tool to promote educational inclusion.
Likewise, the category of science, technology and society, analysed by Campos-Quintanilla & Álvarez-
Dorta (2023), introduces an interdisciplinary perspective that enriches teaching and learning in this field.
On the other hand, studies on assessment in inclusive contexts and pedagogical practices in higher
education address fundamental challenges related to teacher training, educational management and
attention to diversity.
DISCUSSION
First, the category of writing and pedagogy in social sciences is described by (Adoumieh, 2014), as a
fundamental tool for learning and knowledge construction in social sciences. From a pedagogical
perspective, the development of writing skills not only fosters the capacity for critical analysis, but also
allows students to express their ideas in a structured and reflective way, which is especially relevant in
inclusive contexts, as writing can be used as a means to make visible the voices of students with different
backgrounds and experiences, thus promoting a more equitable participation in the educational process.
The category of teaching and learning in social sciences, as proposed by (Aguilera-Morales, 2017; Amado-
Angulo, 2024; Coronado-Martín, 2022; Pazmiño-Campana, 2023), highlights the importance of
implementing contextualised pedagogical strategies that respond to the needs and characteristics of
students. From an inclusive approach, these strategies should consider the cultural, social and cognitive
diversity of students, using active methodologies such as project-based learning, the use of artistic
illustrations or the teaching of history from a critical perspective, therefore, these practices not only enrich
learning, but also ensure that the contents are accessible and meaningful for all students, promoting an
education that values diversity as a pedagogical resource.
The category of science, technology and society in social sciences from the contribution of (Campos-
Quintanilla & Álvarez-Dorta, 2023), introduces an interdisciplinary perspective that is essential to address
the contemporary challenges of inclusive education. From a pedagogical approach, the integration of
technology in teaching-learning processes not only facilitates access to content, but also enables the
development of digital competences and a critical understanding of the relationship between science,
technology and society, which fosters active and inclusive citizenship by preparing students to participate
reflexively in an increasingly interconnected and technologically advanced world.
In the field of social pedagogy and inclusive education from the perspective of (Caride et al., 2015;
Escalante-Puma et al., 2022), the transformative role of social pedagogy is highlighted as an approach
that seeks to ensure equity and inclusion at all levels of education. From this perspective, social pedagogy
not only focuses on attention to diversity, but also promotes the construction of collaborative and
participatory learning environments where all students can develop their potential. This approach is
particularly relevant in contexts of vulnerability, as it addresses the structural inequalities that affect access
to and retention in the education system.
Assessment in inclusive education and social sciences, as proposed by (Delgado-Muñoz et al., 2024;
Martínez-Sarmiento, 2024; Hernández-Pico & Samada-Grasst, 2021; Flor-Montecé & González-Granda,
2023; Escobar et al., 2020; Fonseca-Montoya et al., 2020), constitutes a central aspect to guarantee
educational inclusion. From a pedagogical perspective, assessment must go beyond the measurement of
competences and results to become a formative process that considers students' needs, capacities and
contexts. This implies designing flexible and adaptive assessment systems that identify and address
Revista Multidisciplinaria Perspectivas Investigativas
Multidisciplinary Journal Investigative Perspectives
Vol. 5(1), 29-36, 2025
Integración y diversidad: Estrategias para una educación inclusiva en ciencias sociales
Integration and diversity: Strategies for inclusive education in social sciences
Mirian Gabriela Borja-Ramos
Luis Aníbal Pallo-Buse
33
barriers to learning, as well as assess individual student progress, and inclusive assessment requires
teacher training that enables educators to develop tools and strategies to assess fairly and equitably in
diverse contexts.
In the context of inclusion and education at university from the perspective of (Herrera-Seda et al., 2016;
Aguilar-Parra et al., 2024; Clavijo-Castillo & Bautista-Cerro, 2020; Jaramillo-Neira et al., 2024), specific
challenges related to attention to diversity at this educational level are identified. From a pedagogical
perspective, inclusion in higher education not only implies guaranteeing physical and technological
accessibility, but also transforming pedagogical practices to meet the needs of students with diverse
backgrounds, including the development of soft skills such as communication and teamwork, as well as the
creation of learning environments that favour active participation and a sense of belonging for all students.
Therefore, the category of didactics and early childhood education as addressed by (De-la-Hoz & Hard,
2022), highlights the importance of implementing inclusive pedagogical strategies from the early years of
education. From a pedagogical point of view, early childhood education is an essential stage for laying the
foundations of inclusive education, as it allows working from an early age on the acceptance of diversity
and the development of social and emotional competences, highlighting that teaching strategies at this
stage should be flexible and adaptive, allowing children to learn at their own pace and according to their
interests and needs.
Once the documentary categories have been set out, the strategies in inclusive education in social
sciences are presented and socialised in table 2:
Table 2. Inclusive strategies in social studies teaching.
Category
Inclusive Strategies
Writing and Pedagogy in Social
Sciences
- Encourage reflective and critical writing through learning
journals and case analysis.
- Design collaborative writing tasks to share perspectives.
- Use technological tools with accessibility features.
- Incorporate topics relevant to students, connected to their
cultural and social contexts.
Teaching and Learning in Social
Sciences
- Implement active methodologies such as project-based and
cooperative learning.
- Adapt content to the cultural, social, and cognitive
characteristics of students.
- Use visual and artistic resources (illustrations, concept maps).
- Teach from a critical perspective, promoting the analysis of
different viewpoints.
Science, Technology, and Society in
Social Sciences
- Integrate technological tools (simulations, multimedia
resources) to enrich learning.
- Promote debates on the relationship between science,
technology, and society.
- Develop students' digital competencies.
- Design interdisciplinary activities connecting social sciences
with other fields.
Social Pedagogy and Inclusive
Education
- Create collaborative and participatory learning environments.
- Implement peer tutoring programs.
- Design activities that promote empathy and cooperation
(community projects).
- Raise awareness in the educational community about the
importance of inclusion and equity.
Evaluation in Inclusive Education
and Social Sciences
- Design formative and flexible evaluation systems.
- Use varied instruments (portfolios, self-assessments, rubrics).
- Provide constant and personalized feedback.
- Train teachers in inclusive evaluation strategies.
Inclusion and Education in Higher
Education
- Ensure physical and technological accessibility in university
settings.
- Design mentoring programs for students with diverse
backgrounds.
- Incorporate activities that develop soft skills (teamwork,
Revista Multidisciplinaria Perspectivas Investigativas
Multidisciplinary Journal Investigative Perspectives
Vol. 5(1), 29-36, 2025
Integración y diversidad: Estrategias para una educación inclusiva en ciencias sociales
Integration and diversity: Strategies for inclusive education in social sciences
Mirian Gabriela Borja-Ramos
Luis Aníbal Pallo-Buse
34
communication).
- Promote pedagogical practices that value diversity.
Didactics and Early Childhood
Education
- Design playful and flexible activities that respect each child's
learning pace.
- Incorporate games, stories, and artistic activities that promote
acceptance of diversity.
- Foster values such as empathy and respect from an early age.
- Use adapted teaching materials and accessible technological
tools.
Source: Own elaboration.
Table 2, firstly, highlights the importance of developing reflective and critical writing skills, using
technological tools and connecting the contents with the students' cultural contexts. This allows
students to express their ideas in a structured way and actively participate in learning. On the
other hand, it emphasises the need to implement active and contextualised methodologies,
such as project-based learning and the use of visual resources, which not only enrich learning,
but also ensure that the content is accessible and relevant to all.
It also proposes integrating technology in the classroom to foster digital competences and
analyse the relationship between science, technology and society, preparing students to
participate critically in an interconnected world. From the perspective of social pedagogy, the
importance of creating collaborative environments and activities that promote empathy, equity
and active participation is highlighted, especially in contexts of vulnerability. In terms of
assessment, it is proposed as a flexible and formative process that values individual progress
and responds to the needs of each student, promoting fair and equitable assessment.
In the university environment, the importance of guaranteeing physical and technological
accessibility is highlighted, in addition to transforming pedagogical practices to cater for the
diversity of student trajectories, encouraging participation and a sense of belonging. In early
childhood education, the need to work from an early age on the acceptance of diversity is
highlighted, using playful and adaptive strategies that respect the learning pace of each child.
These strategies seek to transform the teaching of social sciences into a process that is
inclusive, meaningful and focused on the needs of all students.
CONCLUSION
Firstly, the development of reflective and critical writing skills fosters the equal participation of
students from diverse backgrounds, connecting content to their cultural contexts. Furthermore,
the implementation of active and contextualised methodologies, such as project-based learning
and the use of visual resources, ensures that content is accessible and meaningful. The
integration of technological tools and interdisciplinary activities allows for the development of
digital competences and a critical understanding of the relationship between science,
technology and society, while social pedagogy promotes collaborative and participatory
environments that ensure inclusion, especially in contexts of vulnerability. Inclusive assessment
is seen as a formative, flexible and adaptive process that responds to the individual needs of
learners. In the university sphere, the need to transform teaching practices and guarantee
accessibility in order to attend to the diversity of student trajectories is highlighted, while in early
childhood education the importance of working from an early age on the acceptance of diversity
through playful and adaptive strategies is emphasised.
FUNDING
Non-monetary
CONFLICT OF INTEREST
There is no conflict of interest with people or institutions linked to the research.
ACKNOWLEDGEMENTS
To the professionals in charge of curriculum to promote inclusive and fair education at all levels
of the education system in Ecuador.
Revista Multidisciplinaria Perspectivas Investigativas
Multidisciplinary Journal Investigative Perspectives
Vol. 5(1), 29-36, 2025
Integración y diversidad: Estrategias para una educación inclusiva en ciencias sociales
Integration and diversity: Strategies for inclusive education in social sciences
Mirian Gabriela Borja-Ramos
Luis Aníbal Pallo-Buse
35
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Multidisciplinary Journal Investigative Perspectives
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Integración y diversidad: Estrategias para una educación inclusiva en ciencias sociales
Integration and diversity: Strategies for inclusive education in social sciences
Mirian Gabriela Borja-Ramos
Luis Aníbal Pallo-Buse
36
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