In the current context, with the growing influence of Artificial Intelligence, soft skills emerge as a crucial and distinctive factor for professionals. This research focuses on assessing the relationship between soft skills and their importance in the employability of online graduate students. A mixed methodological, non-experimental and explanatory level approach was used; a sample of 192 online graduate students from a university in northern Ecuador was analyzed. Data collection was carried out through an online survey, validated with a Cronbach’s Alpha coefficient of 93.2%. The survey addressed socioeconomic data and the evaluation of soft skills through a 30-question questionnaire with a five-point Likert scale. According to the students’ perception, the soft skills most in demand for employability are leadership and teamwork. After the reduction of dimensions using multiple correspondence analysis (MCA), respondents were classified into three clusters. Individuals in clusters one and three developed soft skills such as self-regulation, effective communication, leadership and innovation.

El objetivo de este estudio es analizar la sostenibilidad fiscal para la economía ecuatoriana. El método utilizado es el deductivo, ya que entre otras razones, éste mejor se adapta al tema elegido. Primero, se calculan los indicadores de vulnerabilidad y sostenibilidad fiscal para el período 2000-2017 sobre la base de la estimación del nivel de deuda. Segundo, se desarrolla un modelo dinámico de sostenibilidad fiscal; en este modelo, se incorporan las reglas implementadas en el Código Orgánico de Planificación y Finanzas Públicas vigente desde el 2010, así como las reformas implementadas con la Ley publicada en agosto del 2018 referida a la estabilidad y equilibrio fiscal. Finalmente se simula la trayectoria de la deuda neta del gobierno central presupuestario de Ecuador hacia 2022. Utilizando las proyecciones, se evalúan escenarios macroeconómicos tanto positivo como adverso. Se mide el impacto en el balance primario estructural. Como resultado relevante, si aumenta el precio del petróleo, no impactará en la demanda agregada, debido a que las reglas vigentes imponen que los nuevos dólares irán a capitalizar un fondo de estabilización. Se recomiendan nuevas reglas fiscales.

This study examines the sociodemographic, technological, and pedagogical factors associated with the frequency of digital tool use and students’ perceived learning impact in secondary education. A quantitative, non-experimental, cross-sectional design was used with a non-probability convenience sample of 541 students enrolled in upper General Basic Education and the Unified General Baccalaureate in Ecuador. The statistical strategy was re-specified to address sparse response categories, non-proportional odds, multicollinearity, and marked institutional concentration. For frequency of use, ‘Never’ and ‘Occasionally’ were combined and a partial proportional-odds model was estimated. For perceived impact, the proportional-odds assumption was rejected globally, so two cumulative logits were estimated using Firth bias reduction. The two outcomes were positively associated (Spearman rho = 0.281, p < 0.001). Compared with students relying on a mobile phone only, those with a personal computer had higher odds of more frequent use (OR = 1.77, 95% CI 1.19–2.62) and of reporting significant perceived improvement (OR = 1.77, 95% CI 1.12–2.79). Reparameterisation around frequent reference categories showed that perceived teacher adaptation followed a non-monotonic pattern rather than a robust inverse gradient. The positive age association disappeared after accounting for its near collinearity with school year. Because the sample was convenience-based and 84.3% of participants attended one institution, the findings are interpreted as context-specific associations rather than population estimates.