Educational innovation and social transformation in Ecuadorian higher education: Critical analysis of public policies between 2015 and 2025.

Abstract

This study critically analyzes how public policies on educational innovation implemented in Ecuadorian higher education between 2015 and 2025 have promoted processes of social transformation. It was essential to critically examine the disconnect between government intentions and practical outcomes, given the gap between what was proposed and what has actually been achieved. The central objective was to critically analyze how regulations regarding educational innovation in Ecuadorian higher education actually promote social transformation, through document analysis and the use of semi-structured interviews. The research employs a qualitative approach, based on a critical paradigm and descriptive design. Documentary analysis was applied using a matrix; additionally, information was gathered from stakeholders directly linked to the higher education system through semi-structured interviews, thereby triangulating the data obtained from the documents against the testimonies. The results showed that there is a well-articulated legal framework that incorporates principles of quality, autonomy, equality, relevance, and innovation; the interviewees acknowledged that progress has been made in terms of access and the strengthening of teacher professionalization, although some limitations persist.  It was concluded that the policies implemented have contributed to the modernization of the higher education system and have facilitated gradual social change; however, their outcomes depend on adequate funding, institutional stability, and the active participation of the university community.