Recent research:
This body of work analyzes interculturality and inclusion in Ecuadorian higher education within a broader governance and policy landscape, revealing how state frameworks, social organizations, and universities converge and clash in shaping intercultural and plurinational education. The research employs qualitative methods, including documentary analysis and semi-structured interviews with state authorities, civil society leaders, and university officials, to examine access, permanence, teaching, research, and linkage. Findings indicate that while legal frameworks support interculturality to some extent, effective regulation and transversal integration remain limited; social movements push for genuine transformation toward an intercultural and plurinational SES; and universities treat interculturality as a set of localized practices rather than a systemic, cross-cutting axis. In addition, the collection engages with higher education during crises, including pandemics, to reflect on humanization, ethics, and the changing role of pedagogy and technology in learning. Together, these works sketch a developing project of intercultural and plurinational higher education that is co-constructed by Indigenous, Afro-Ecuadorian, and Montubio communities, while highlighting the policy gaps and the evolving role of technology-enhanced teaching in contemporary higher education. The research also contemplates the impact of the pandemic on teaching experiences and explores the shift toward a technology-driven educational paradigm, signaling a potential enduring transformation in university pedagogy that blends humanistic concerns with digital innovation.