Sistemas de análisis aplicados al impacto social de la gobernanza en la educación rural

• Rously Atencio-González ^[2] ; María Caicedo-Quiroz ^[2] ; César Castillo-Montufar ^[2] ; Carmen Carbonell-García ^[1] ; Erica Millones-Alba ^[1]
  1. [1] Universidad César Vallejo

     Universidad César Vallejo

     Provincia de Trujillo, Perú

     
  2. [2] Universidad Bolivariana del Ecuador, Ecuador
• Localización: RISTI: Revista Ibérica de Sistemas e Tecnologias de Informação, ISSN-e 1646-9895, Nº. Extra 74, 2024, págs. 255-266
• Idioma: español
• Títulos paralelos:
  • Systems of analysis applied to the social impact of governance in rural education
• Enlaces
  • Texto completo (pdf)
• Resumen
  • español

    Este estudio tuvo como objetivo evaluar la relación entre gobernanza local, educación rural e impacto social en la zona norte de Manabí, Ecuador. Utilizó análisis factorial exploratorio para identificar las dimensiones que afectan la percepción de la calidad de vida en esta región. Metodológicamente incluyó la recopilación de datos de 466 participantes, utilizando encuestas estructuradas y aplicando técnicas de rotación Varimax para interpretar factores emergentes. El resultado fue la identificación de cuatro componentes principales: satisfacción con la gobernanza e infraestructura, salud y bienestar a través de la tecnología, cohesión social y participación comunitaria, innovación tecnológica y equidad social. El hallazgo negativo fue la baja satisfacción con la infraestructura local, reflejada en un componente con baja varianza explicada, esto sugiere debilidad en este aspecto. En conclusión, se resalta la necesidad de mejorar la infraestructura e innovación tecnológica para impulsar el desarrollo sostenible en la educación rural y fortalecer el impacto social.

  • English

    This study aimed to evaluate the relationship between local governance, rural education and social impact in the northern area of Manabí, Ecuador. It used exploratory factor analysis to identify the dimensions that affect the perception of quality of life in this region. Methodologically, it included the collection of data from 466 participants, using structured surveys and applying Varimax rotation techniques to interpret emerging factors. The result was the identification of four main components: satisfaction with governance and infrastructure, health and well-being through technology, social cohesion and community participation, technological innovation and social equity. The negative finding was low satisfaction with local infrastructure, reflected in a component with low explained variance, this suggests weakness in this aspect. In conclusion, the need to improve infrastructure and technological innovation is highlighted to promote sustainable development in rural education and strengthen social impact.

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