The use of emerging tools and technologies in higher education has transformed teaching methods, improving accessibility, interactivity and personalization of learning. The study aimed to investigate the impact of the use of emerging tools and technologies in higher education teaching, focusing on their influence on learning effectiveness, student participation and educational quality. A longitudinal study was conducted involving the implementation of various technological tools in a university educational setting. Surveys, qualitative and quantitative data analysis, as well as monitoring of academic performance indicators were used to assess the change in teaching-learning dynamics. The application of emerging technologies demonstrated significant improvements in students' active participation, level of engagement and comprehension of the material. Data collected suggest an increase in retention rates and academic performance, as well as increased student satisfaction with innovative teaching methods. The strategic use of emerging tools and technologies in higher education can be a catalyst for substantial improvement in the quality of teaching and learning. These findings support the importance of the continued integration of innovative technologies into educational environments, with the potential to provide more dynamic, personalized, and effective educational experiences. El uso de herramientas y tecnologías emergentes en la educación superior ha transformado los métodos de enseñanza, mejorando la accesibilidad, la interactividad y la personalización del aprendizaje. El estudio tuvo como objetivo investigar el impacto del uso de herramientas y tecnologías emergentes en la enseñanza de la educación superior, centrándose en su influencia en la eficacia del aprendizaje, la participación estudiantil y la calidad educativa. Se llevó a cabo un estudio longitudinal que incluyó la implementación de diversas herramientas tecnológicas en un entorno educativo universitario. Se emplearon encuestas, análisis de datos cualitativos y cuantitativos, así como seguimiento de indicadores de rendimiento académico para evaluar el cambio en la dinámica de enseñanza-aprendizaje. La aplicación de tecnologías emergentes demostró mejoras significativas en la participación activa de los estudiantes, su nivel de compromiso y la comprensión del material. Los datos recopilados sugieren un aumento en los índices de retención y el rendimiento académico, así como una mayor satisfacción de los estudiantes con los métodos de enseñanza innovadores. El uso estratégico de herramientas y tecnologías emergentes en la educación superior puede ser un catalizador para la mejora sustancial en la calidad de la enseñanza y el aprendizaje. Estos hallazgos respaldan la importancia de la integración continua de tecnologías innovadoras en los entornos educativos, con el potencial de ofrecer experiencias educativas más dinámicas, personalizadas y efectivas.

The aim of this study was to demonstrate the variability of essential oils (EOs) extracted from the culinary plant Plectranthus amboinicus in different locations, in order to determine their optimal utilization. The EO was extracted from fresh leaves by steam distillation at three locations in the south of Ecuador: Paccha (PAC), El Guabo (GUA), and Arenillas (ARE). Qualitative and quantitative analyses were performed by gas chromatography coupled with mass spectrometry (GC-MS) and flame ionization detection (GC-FID). A total of 41 compounds were identified in Paccha (97.37%), 38 compounds in Arenillas (97.43%), and 41 compounds in El Guabo (98.31%). The most abundant compounds identified were germacrene D (17.60%, 14.59%, and 12.85%), alfa humulene (10.88%, 4.65%, and 5.08%), alfa-terpinene (10.66%, 13.85%, and 6.79%), and carvacrol (5.11%, 5.97%, and 9.13%), in PAC, ARE, and GUA, respectively. In addition, the antioxidant activity was evaluated by ABTS and DPPH assays, as well as the total phenol content of the EOs. Finally, a principal compound analysis (PCA) was performed in order to evaluate the variation in compounds using the geographical location of the samples as a variable.

Polychlorinated dibenzo-p-dioxins (PCDDs) are known to be a group of compounds of high toxicity for animals and, particularly, for humans. Given that the most common method to destroy these compounds is by high-temperature combustion, finding other routes to render them less toxic is of paramount importance. Taking advantage of the physisorption properties of nanotubes, we studied the reactions of atomic hydrogen on physisorbed PCDDs using DFT; likewise, we investigated the reaction of molecular hydrogen on PCDDs aided by Ni₁₀ and Ni₁₃ clusters adsorbed on single-wall carbon nanotubes. Because dihydrogen is an easily accessible reactant, we found these reactions to be quite relevant as dehydrohalogenation methods to address PCDD toxicity.

The study was conducted at the Sagrado Corazón de Jesús farm, located in the Bella María parish, Santa Rosa canton, and lasted 13 weeks. Its purpose was to analyze how different composting systems influence the physicochemical characteristics and efficiency of compost produced from agricultural waste. Four treatments were established: T1 (banana waste with open system), T2 (banana waste with closed system), T3 (cocoa waste with open system), and T4 (cocoa waste with closed system), each with two repetitions. For compost production, 50 kg of banana or cocoa waste was used along with 12.5 kg of chicken manure, in an 80:20 ratio. Various physicochemical parameters were evaluated, with the pH remaining at 7.6 in all treatments, while moisture ranged between 40% and 50%. Electrical conductivity was lower than 4 ds/m in the banana waste treatments. Regarding phosphorus and potassium levels, all treatments met the established standards, as did the carbon content in compost produced with cocoa waste. However, none of the treatments reached the minimum 20% organic matter content. The C/N ratio indicated that the compost produced was mature, with values below 13%. The results were compared with the NTE INEN 233:2013 standard. It is recommended to continue exploring other types of waste and techniques, including the addition of microorganisms, to improve the quality of the compost produced.

La adaptación es un factor esencial en el desenvolvimiento de las actividades humanas, está relacionada con la capacidad de proporcionar una respuesta coherente a las exigencias del medio. En el contexto de la educación superior ecuatoriana es un elemento determinante en la permanencia del estudiante en la universidad, por esta razón, la presente investigación tuvo como objetivo determinar los factores que inciden en el proceso de adaptación en la universidad de los estudiantes de Ingeniería Química en el período académico 2024-1, la investigación se enmarca en un diseño de campo, de tipo descriptiva, utilizando un grupo focal de 70 estudiantes a quienes se le aplicó una encuesta como instrumento de recolección de información. Los principales hallazgos encontrados están relacionados con factores como la carga académica, el cambio de normativas, la cantidad de asignaciones por materia, aunado a situaciones socioemocionales como relacionarse con nuevos compañeros, docentes, procesos de cambio de residencia, todo ellos se convierten en elementos que afectan el proceso de adaptación y dificultan su permanencia en la universidad. Adaptation is an essential factor in the development of human activities; it is related to the ability to provide a coherent response to the demands of the environment. In the context of Ecuadorian higher education, it is a determining element in the student's permanence at the university. Therefore, the present research aimed to determine the factors that affect the adaptation process at the University of Chemical Engineering students during the period 2024-1. The research is framed in a field design, of a descriptive type, using a focal group of 70 students to whom a survey was applied as a tool for data collection. The main findings are related to factors such as academic workload, changes in regulations, the quantity of assignments per subject, as well as socio-emotional situations such as interacting with new classmates, teachers, processes of changing residence; all of them become elements that affect the process of adaptation and make it difficult for them to stay in the university.

Las biopelículas se desarrollaron mediante el método casting. Entre sus componentes encontramos celulosa de raquis de banano, la misma que fue obtenida por el método alcalino. La caracterización de la celulosa de raquis de banano se determinó mediante la (XDR) Difracción de rayos X donde tenemos valores de 22.4 y 15.4, el porcentaje de Cristalinidad de la celulosa es de 63.05% y el tamaño del cristal es de 24 Å. Además, el análisis de FTIR donde sus picos de absorción van de 2973.27 cm-1 y 1024.23 cm-1 y el análisis de FRX de la celulosa presento compuestos como SiO2 con 1.67%, CaO con 1.31%, P2O5 con 0.28%, en cantidades menores se encuentran MnO, Fe2O3 con 0.03% y por último ZnO con 0.003%. Para la formulación de las biopelículas se realizaron cuatro tratamientos A1B1, A2B1, A1B2, A2B2, en la cual sus variables de estudio fueron el % de celulosa (1 – 1.3) y el % de zeolita (0.2 - 0.5). Los tratamientos A1B1 y A2B1 presentaron un % de elongación con un 6.65% y los tratamientos A1B2 y A2B2 presentan mejor módulo de elasticidad con un 11.90 MPa. No obstante, ninguno de estos tratamientos presentó diferencia en su resistencia a la tracción. Todos los tratamientos fueron analizados bajo las normas nacionales como la INEN 2290 (2015) para el % de elongación y resistencia a la tracción y la INEN 2635:2012 para el módulo de elasticidad.