Criteria for Creative Pedagogical Practices in Writing an Essay on National Reality Using the Logical Framework Approach

Abstract

The manuscript proposes, in the current educational context, pedagogical practices influenced by technology, promoting innovative approaches in teaching using the logical framework approach (LFA) to enhance essay writing skills. To propose a methodology for the development of an academic essay on the national reality of Ecuador in higher education. A comprehensive review of 1554 publications in SCOPUS between 2020–2022 were conducted, selecting 20 relevant ones to characterize 4 evaluation criteria. As well, there is a didactic proposal that includes research in theoretical and methodological phases, utilizing the logical framework approach as the main tool. An exploratory and participatory research on the Ecuadorian reality is promoted, incorporating criteria of educational applications related to gamification, collaborative work, flipped classroom, and creative thinking. As result of the review, four evaluation criteria are identified: gamification, creative pedagogical practice, flipped classroom, and collaborative learning. Creative pedagogical practice stands out with 42% of the experiences, focusing on the use of technology and innovation. The proposal's phases and the screens of the national reality subject with which students begin the teaching-learning process for each mentioned pedagogical practice are presented. Finally, a didactic methodology based on the logical framework approach that integrates pedagogical practices and the use of Information Computing Technology for the development of academic essays on the Ecuadorian reality has been designed. The implementation of these educational applications in the proposed didactic methodology is suggested to enrich the students’ learning process and encourage their participation and reflection in the elaboration of academic essays about the Ecuadorian reality.