The research process does not end with the publication of the results; on the contrary, it has to continue even further, when results are disseminated and scientific disclosure on the Web begins. The purpose of this article is to promote visibility of the scientific production and digital identity of the faculty and researchers at the Universidad Técnica del Norte (Ibarra-Ecuador). By implementing a quantitative documentary, descriptive, and quasi-experimental comparative approach, it was possible to determine the importance of scientific visibility, the most suitable digital platforms for this task (ORCID, Google Scholar, Academia, ResearchGate, ResearcherID (WoS), Author ID (Scopus), Sciprofiles, Mendeley, Facebook, Twitter, LinkedIn and Impactstory), and the level of knowledge that professors have of these platforms. With the results, a pilot training-course was planned and implemented for researchers and university professors of the Faculty of Education Science and Technology, with the purpose of registering their author profiles and incorporating their scientific production onto the platforms with the greatest impact and visibility. The results from the two stages (pre-test and post-test) of the pilot course show a significant difference regarding the creation and management of the research profiles; therefore, this strategy puts forward an alternative way to make research and digital/identity visible in the academic, scientific and social community.

As an alternative for university students to continue their professional training during the COVID-19 pandemic, higher education institutions implemented virtual learning modalities. In this context, it was proposed to determine the social representations assumed by university students who are pursuing their studies as future educators. It is presumed that representations related to didactic practices are composed of content (knowledge, skills, and attitudes) and organization (central core and representational system). This is an ethnographic study, with an available nonprobabilistic sample of 227 students from the primary education major at Universidad Técnica del Norte. Verbal association techniques and documentary research were used for information collection. To analyze the data, the IRaMuTeQ software (R interface for texts and questionnaire multidimensional analysis) was used. Two types of analyses were conducted: hierarchical classification and factorial correspondence. In conclusion, a virtuality with difficulties and a careful and responsible face-to-face modality are expressed as meanings associated to the representations, both of which require qualitative changes. Regarding the organization, didactic practice complementarity is assumed to be integrated in a hybrid learning modality.

Audiovisual materials have been widely investigated in mathematics education for their capacity to improve learning outcomes and mitigate student disengagement. Therefore, this study aims to evaluate the acceptance of audiovisual materials as instructional aids among eighth-grade students. Adopting a mixed-method approach, the research first involved semi-structured interviews with mathematics teachers to identify key teaching and learning challenges. Based on the insights gained, educational videos were developed, adhering to motivational and didactic criteria. In the final phase, 78 students from a public high school in Ibarra, Ecuador, participated in a Likert-scale survey, guided by the Technology Acceptance Model (TAM), to assess their reception of the videos. The findings revealed that teachers highlighted fear of mathematics, insufficient prior knowledge, and the abstract nature of the content as major obstacles to be addressed. Most students responded positively, considering the videos effective for enhancing their understanding of mathematical concepts and boosting their motivation to learn. This study underscores the potential of audiovisual materials as effective tools to address educational challenges and foster student engagement in mathematics.