Vulnerability and its impact on learning in illiterate adults

Abstract

The research assessed the influence of vulnerability on the learning process of illiterate adults in the Tigua Chami community, Cotopaxi province. The processes of vulnerability were established within social, economic, health, and well-being frameworks to diagnose the current state of learning in real contexts. The methodology utilized a quantitative approach at a descriptive level, employing a survey technique and an 18-item questionnaire applied to a probabilistic sample of adults enrolled in the literacy program. The results reflect those factors such as economic precariousness, low self-esteem, and limitations in health self-care act as critical barriers that foster dropout and social exclusion. It is concluded that vulnerability directly affects self-management capacity; therefore, it is imperative to validate methodological alternatives that integrate meaningful learning with the adult's daily life, thus guaranteeing their right to good living and effective reintegration into the continuous educational system.