People have the right to receive a quality of education that promotes, among other things, reading comprehension and the development of critical thinking. In Ecuador, there is a need to implement strategies and design educational programs to encourage and facilitate the development of these skills. This research focuses on the relationship between reading comprehension and the development of critical thinking, with a particular interest in the education of high school students in Ecuador. This research aims to analyze the relationship between reading comprehension and critical thinking, based on the experiences of a sample of high school students of both genders, aged between 12 and 16 years, from five schools in different regions of Ecuador. The study adopts a quantitative, retrospective, and correlational approach. The surveys, administered to a sample of students, showed that teachers actively encourage reading and implement timely educational strategies and teaching methods to develop critical thinking, recognizing its crucial role in future professional performance.

The constant demands of citizens to be informed in real time have made Twitter an ideal tool for mass use. This social network has originated a new user of social communication, and is used to present public images and appeal to the population, at the same time that it is displacing the pre-eminence of traditional communication media. During the national strike in Ecuador in October 2019, alternative and conventional media used this platform to inform, generate debate, carry out calls and mobilizations, and position perspectives. This study analyzes the tweets and hashtags published on the most viral days of the strike. A mixed methodology was applied, i.e., qualitative and quantitative. The techniques applied were discourse analysis and the systematic review of each hashtag. The sample was taken from the hashtags published by traditional and alternative media from October 3 to 13. As the main result, it was concluded that the published hashtags had a high impact on informing users and, to a certain extent, on the calls that were made.

This article shows the result of the implementation of a work plan designed at PUCE, for students of the master’s degree in Educational Innovation, carried out virtually. The experience takes place in the reality of the propagation of Covid-19, in the social and institutional context that determines the teaching praxis and the Ecuadorian student development. The pandemic resulted in an opportunity for the learning process of the master’s students. The design of a didactic intervention was proposed to the students, based on the integrative project methodology and incorporating new educational digital tools. The designs had as a requirement the observation of a real and immediate educational reality. In this work, an analysis of the resulting integrative projects is carried out. First, the various components of the designs, the problem detected, the proposed solution and the digital tools involved are verified. It highlights that the response of the master’s students to the challenge presented by the pandemic is positively evaluated, which can result in a tool for future teaching performance.