Meaningful Learning in the Ecuadorian University Environment

Abstract

The implementation of meaningful learning at the State University of Southern Manabí was explored, focusing on the pedagogical preparation of teachers of the Pedagogy of National and Foreign Languages ​​degree. How teachers employ this methodology to facilitate deep and relevant learning was examined, and the impact of pedagogical training in promoting an educational environment that fosters critical understanding was analyzed. The research used a combined methodological approach that included a historical-logical study, empirical methods through surveys, and statistical-mathematical analysis. The results indicated that most teachers highly value meaningful learning and are familiar with strategies to promote it, although they face revealing challenges such as lack of time and the need for additional training. These findings highlighted the effectiveness of meaningful learning in enhancing participation and critical thinking among students, and underscore the importance of continuing to address obstacles to maximize its impact. The results suggested that, despite overall success, greater support is required to optimize implementation and ongoing training in this methodology.