Quantitative analysis of educational inclusion in Ecuador: structural determinants and student perceptions at the higher education level

Abstract

Educational inclusion in Higher Education constitutes a fundamental pillar for ensuring equity and access to academic opportunities in diverse contexts. This study aimed to analyze the factors influencing educational inclusion among university students in Ecuador, considering their perceptions, experiences, and the institutional conditions that shape this process. A quantitative approach was employed, with a non-experimental, cross-sectional design, using a structured survey administered to 75 students aged between 20 and 40, from the cities of Guayaquil, Durán, Samborondón, and Milagro. The results reveal a high level of awareness and a positive perception of educational inclusion; however, significant limitations in its implementation were identified, particularly in the allocation of resources, teacher training, and the existence of effective policies. Furthermore, technology is highlighted as a key tool for expanding access to education, although its impact is constrained by persistent digital divides. Participants acknowledge that inclusion benefits the entire educational community, yet they point out structural barriers that hinder its full development. In this regard, the study concludes that it is necessary to strengthen institutional and governmental commitment through comprehensive strategies that promote equity, diversity, and active student participation, providing relevant evidence for the design of policies and practices aimed at consolidating a more inclusive higher education system in the Ecuadorian context.