Recent research:
Inclusive education and universal access are central pillars across the scholar’s portfolio, articulated through how higher education systems, religious education, and teacher practice respond to student diversity and disability. The body of work describes inclusive practices at the Salesian Polytechnic University (UPS) in Ecuador, guided by Universal Design for Learning (UDL) and partnerships with UNESCO, to evaluate impact, foster collaboration among managers, teachers and students, and strengthen a culture of inclusion. It also examines the systemic dimensions of inclusion—teaching, research, and community relations—and analyzes policy, regulatory frameworks, and practical supports (e.g., reading/writing for Deaf students, ADHD accommodations, and case studies in multiple disabilities). Several pieces emphasize the transformation of educational practices through co-design with students with disabilities and through digital innovations (educational technology, gamification, XR, and learning analytics) to enhance accessibility and equity. The work also highlights the role of catechesis and religious education in adopting inclusive frameworks (UDL) to reach diverse learners. Across the publications, methodology centers on descriptive studies, systematization, action research, surveys, and narrative accounts, with a focus on real-world impact, social transformation, and alignment with Sustainable Development Goals. Collectively, the research advances inclusive cultures in universities and religious education, contributing to policy-informed practice and evidence-based strategies for quality, equitable education for all.