This study explores the transformative potential of contemporary curriculum design strategies in higher education, focusing on the challenges and opportunities presented by the era of digitalization and global competitiveness. Through a comprehensive literature review and qualitative analysis of case studies from leading universities worldwide, this research identifies effective approaches to curriculum design that foster interdisciplinary learning, digital literacy, and global competencies. The findings suggest that successful curriculum transformation requires a systemic and collaborative approach, involving the integration of technology-enhanced learning, project-based learning, and experiential learning opportunities. Furthermore, the study highlights the importance of faculty development, student-centered design, and continuous curriculum evaluation and improvement. The insights derived from this research contribute to the ongoing discourse on higher education reform and provide practical recommendations for educational leaders and policymakers seeking to align curriculum design with the demands of the 21st-century knowledge economy. By embracing innovative and adaptive curriculum design strategies, higher education institutions can better prepare graduates for the complex challenges of an interconnected and rapidly evolving global landscape, while also enhancing institutional competitiveness and relevance in an increasingly digital and knowledge-driven world.

The present study explored the extraction of cellulose from forest residues of four timber species, namely Cedrela montana Moritz ex Turcz, Buddleja incana Ruiz & Pav, Vallea stipularis L. f. and Myrsine andina (Mez) Pipoly, in the high montane forest of Chimborazo province, Ecuador, for the sustainable utilization of leaves, branches, and flowers. An alkaline extraction method was used on the residues without the need for prior degreasing. An ANOVA analysis was applied to evaluate significant differences in cellulose extraction yields among the species’ residues. The characterization techniques used were Fourier transform infrared spectroscopy (FTIR) and polarized light optical microscopy, which confirmed the successful extraction of cellulose with characteristics comparable to standard cotton cellulose and other traditional species. The results showed significant variations in cellulose yield among the species, with Vallea stipularis L. f achieving the highest yield of 80.83%. The crystallinity of the samples was clearly evidenced by the polarity of the light in the samples during microscopy, demonstrating that the residues can be a viable and sustainable source of cellulose, contributing to a circular economy and reducing the environmental impact of forest waste.

The main purpose of this research work is to prepare and characterize cellulose nitrate and cellulose acetate from cellulose extracted from Calamagrostis intermedia. Cellulose nitrate was prepared by nitration with a sulfonitric mixture, while cellulose acetate was prepared with acid and acetic anhydride. In both cases, an FTIR analysis was performed. Optical microscopy was applied to the prepared semi-synthetic compounds, showing crystalline networks corresponding to well-defined polymeric chains. Finally, the cellulose acetate was subjected to viscometry in order to determine the molecular weight of the prepared polymer, tending a value of 220.34 × 103 g/mol. The results highlighted the feasibility of preparation of such polymers from a non-conventional source and the strategies for characterization and preparation at laboratory level.

This research work analyzes the curricular importance of chemistry in higher education and how the prioritized curriculum of the Ecuadorian baccalaureate, with emphasis on competencies, influences the academic and professional training of students. Desirable and essential skills in chemistry and how they relate to the competencies needed for success in higher education and in the workplace are addressed. Through the review of official documents, previous research and academic publications, the objectives, structure and contents of the prioritized curriculum in Chemistry in the Ecuadorian baccalaureate are examined. In addition, it is discussed how the implementation of this competency-based approach can face challenges and generate academic problems in higher education, such as knowledge gaps, insufficient practical skills and difficulties in critical and analytical thinking. Finally, some strategies and recommendations are proposed to improve the teaching of chemistry in Ecuadorian high school and facilitate the transition to higher education, including the promotion of teacher training, investment in infrastructure and educational resources, and the promotion of collaboration between secondary and higher education institution.

The present study provides a comprehensive systematic review of the impact of motivation in educational settings, emphasizing its crucial role in fostering effective learning. Key theories of motivation, such as self-determination theory, the ARCS (Attention, Relevance, Confidence, and Satisfaction) model, social cognitive theory, and expectancy theory, are discussed in detail. Through this review, the reciprocal dynamics between motivation and academic performance are highlighted, suggesting that these interactions are significant but complex. The urgency for further studies that can establish clear and robust causal relationships between these factors is underscored, which could revolutionize current pedagogical strategies. In addition, potential educational interventions based on these findings are proposed and future lines of research are pointed out that could further explore how motivation influences and can be manipulated to improve academic outcomes.

La experimentación como estrategia metodológica empleada en el proceso de enseñanza-aprendizaje en la Química presenta un estancamiento en la adquisición de conocimientos, destrezas y habilidades indispensables. Actualmente, las prácticas se basan en seguir de manera metódica el procedimiento dado en una guía de laboratorio, provocando un aprendizaje pasivo, donde el estudiante no se involucra directamente en construir su propio conocimiento. Por esta razón, el presente trabajo de estudio tuvo como finalidad aplicar la investigación abierta en la práctica de laboratorio, al ser una metodología basada en el aprendizaje constructivista. Se investigó su relación con el aprendizaje de la Química, además de determinar su influencia e identificar su contribución en la misma. Esta investigación fue de tipo no experimental y de alcance correlacional. Por otra parte, se aplicó una encuesta y un test de evaluación a 125 estudiantes de bachillerato de la Unidad Educativa Nuestra Familia. Como principales resultados se obtuvo una correlación positiva, moderada y significativa entre la investigación abierta en la práctica de laboratorio con el aprendizaje de la Química. Además, los resultados del test de evaluación demuestran una influencia positiva al obtener un 75% de estudiantes que alcanzan y dominan los aprendizajes. Mientras que el 73.60% de estudiantes consideran que la investigación abierta contribuye considerablemente en la adquisición de aprendizajes. Como consecuencia la metodología aplicada presenta un aporte cognitivo superior al desarrollar y fortalecer el proceso investigativo y ejecutarlo en el laboratorio.