Alberto Rusbel Duchi Bastidas

Recent research:
The collective work centers on Education, Pedagogy, Teacher Training & Inclusion, with a specific focus on empowering students with disabilities within higher education and school environments. Across the publications, the author(s) examine inclusive frameworks that blend humanistic ideals with practical interventions—ranging from Don Bosco’s Preventive System and UNESCO-supported tutoring programs to formal inclusion policies and organizational strategies for colleges and universities. Methodologically, the research combines policy analysis, case studies, and program evaluations to identify how infrastructure, curricula, and teacher preparation can advance equitable access, personalized support, and full participation for students with disabilities. The work highlights the necessity of comprehensive development through targeted supports (academic, social, and psychological), legal and regulatory context, and culturally situated practices, offering guidance for educators, administrators, and policymakers to implement sustainable, inclusive educational ecosystems. The impact lies in articulating actionable models for inclusive environments, drawing on local contexts (Ecuador and Latin America) and international standards, to promote universal design for learning, early intervention, and ongoing professional development for teachers. Overall, the research contributes to understanding how inclusive pedagogy and institutional commitments can transform educational experiences and outcomes for learners with disabilities.