Cognopolis

Revista de educción y pedagogía

Vol. 3(2), 39-54 2025

https://doi.org/10.62574/wnq77x13

39

Applying the ERCA approach to strengthen inclusive planning

alexandravera6729@gmail.com

Ministry of Education, Zone 1, District 08D04, Quinindé, Esmeraldas, Ecuador

fannyarmijo76@hotmail.com

Koinonia Research Network, Portoviejo, Manabí, Ecuador

ABSTRACT

This research aims to analyze the application of the ERCA approach to strengthen inclusive planning in the

Ecuadorian context. Through qualitative content analysis, 25 scientific articles published between 2015-2025

were examined. The results evidence that the sequential structure of Experience, Reflection,

Conceptualization and Application provides a flexible pedagogical framework that effectively responds to

student diversity. The integration of ERCA with inclusive education principles facilitates the personalization

of learning, promotes critical thinking and fosters the collaborative construction of knowledge. However, its

planificación inclusiva en el contexto ecuatoriano. Mediante análisis cualitativo de contenido, se examinaron

25 artículos científicos publicados entre 2015-2025. Los resultados evidencian que la estructura secuencial

de Experiencia, Reflexión, Conceptualización y Aplicación proporciona un marco pedagógico flexible que

responde efectivamente a la diversidad estudiantil. La integración de ERCA con principios de educación

inclusiva facilita la personalización del aprendizaje, promueve el pensamiento crítico y fomenta la

construcción colaborativa del conocimiento. Sin embargo, su implementación efectiva requiere fortalecer

competencias docentes, proporcionar asesoramiento psicopedagógico y asegurar el compromiso

institucional.

Descriptores: educación inclusiva; tecnología de la información; método de aprendizaje . (Fuente:

Tesauro UNESCO).

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Revista de educción y pedagogía

Vol. 3(2), 39-54 2025

Applying the ERCA approach to strengthen inclusive planning

40

INTRODUCTION

Inclusive education represents one of the most important challenges of the

contemporary educational system, especially in the Ecuadorian context where

student diversity demands innovative and flexible pedagogical approaches. In

this scenario, the ERCA approach (Experience, Reflection, Conceptualization

and Application) emerges as a methodology to strengthen inclusive planning in

development of logical thinking through innovative teaching strategies.

On the other hand, inclusive curriculum planning is a complex process that

From this perspective, Chacón-Mata (2021) suggests that curriculum planning

should incorporate the Universal Design for Learning to generate truly

intercultural and inclusive classrooms, coinciding with the need for

methodological frameworks that facilitate curriculum adaptation.

Likewise, teacher training in inclusive competencies is a determining factor for

the success of any methodological proposal. In this direction, Borja-Ramos

(2025) points out that teaching competencies in inclusive education are essential

for the success of innovative methodologies in the Latin American context,

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Revista de educción y pedagogía

Vol. 3(2), 39-54 2025

Applying the ERCA approach to strengthen inclusive planning

41

impact of experiential learning in current education, reinforcing the relevance of

possibilities for the personalization of learning. In this context, Franco-Delgado &

Bowen-Mendoza (2022) evidence how the use of digital resources enhances

teaching through active methodologies, while Rivadeneira-García (2022)

documents the successful use of virtual classrooms to motivate learning.

Therefore, this research aims to analyze the application of the ERCA approach

to strengthen inclusive planning in the Ecuadorian context.

Theoretical framework

Inclusive education constitutes an educational paradigm that seeks to guarantee

access, participation and learning for all students, regardless of their individual,

social or cultural characteristics. In this sense, Delgado-Valdivieso (2021) argues

creation of learning communities constitutes a successful experience of inclusive

education, supporting the importance of the collective construction of knowledge

in diverse contexts.

Likewise, teachers' perceptions and conceptions of inclusive education

significantly influence the implementation of inclusive pedagogical practices. In

this line, Jaramillo & Jaramillo (2023) examine the conceptions of early childhood

and elementary school teachers about inclusive education, providing information

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Revista de educción y pedagogía

Vol. 3(2), 39-54 2025

Applying the ERCA approach to strengthen inclusive planning

42

to understand the factors that facilitate or hinder the implementation of inclusive

education demands differentiated and flexible strategies. In particular, Montalvo

et al. (2021) analyze inclusive education in students with autism spectrum

disorder, showing the need for adaptable methodologies that respond to the

particular characteristics of each student population.

Also, the evaluation of inclusive practices constitutes an essential component for

the continuous improvement of educational processes. In this context, Frutos et

al. (2023) analyze the evaluation of practices in inclusive education, while López

& Manghi (2021) propose that collaborative work can transform evaluative

practices from an inclusive perspective.

sequential phases that seek to promote meaningful learning through the

integration of concrete experiences, critical reflection, theoretical

conceptualization and practical application. In this direction, Rodríguez-Ayala et

al. (2024) confirm that this pedagogical model contributes significantly to

curricular planning, providing an organized framework that facilitates the

adaptation of content.

On the other hand, the disciplinary versatility of the ERCA approach allows its

application in different areas of knowledge. In this regard, Correa-Contento

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Revista de educción y pedagogía

Vol. 3(2), 39-54 2025

Applying the ERCA approach to strengthen inclusive planning

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(2022) documents the successful application of the ERCA method in physical

to generate significant learning in various disciplines.

Likewise, the integration of the ERCA approach with formative assessment

strategies enhances feedback and continuous improvement processes. In this

context, Tiana-Chicaiza & Medina-Chicaiza (2023) propose systemic didactic

strategies with e-activities for the development of formative assessment,

complementing the reflective and applicative phases of the ERCA model.

Likewise, content planning through the ERCA approach offers opportunities to

establish interdisciplinary connections and contextualize learning. Along these

lines, Tovar-Gálvez (2020) analyzes content planning as an opportunity to

establish epistemological bridges, aspects that enrich the conceptualization

phase of the ERCA model.

(2022) identifies that inclusive education acts as a predictor of diversified

adaptation.

On the other hand, the development of problematizing curricula represents an

effective strategy to promote educational inclusion in multicultural contexts. From

this perspective, Aldana-Zavala et al. (2023) emphasize the need to develop a

problematizing curriculum that favors migrant integration and inclusive quality

education in Ibero-America.

Likewise, teaching competencies are a determining factor for the successful

implementation of inclusive planning. In this direction, Martínez-Sarmiento (2024)

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Applying the ERCA approach to strengthen inclusive planning

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examines teachers' perceptions of inclusive education, showing the need to

support the implementation of inclusive planning. In this line, Moliner-García &

Fabregat-Mas (2021) propose new roles and strategies for psycho-pedagogical

counseling to promote inclusive education, complementing the need for

specialized technical support.

At the same time, the identification of barriers and facilitators for inclusive

education provides valuable information for the design of effective planning. In

this context, San-Martín-Ulloa et al. (2020) identify barriers and facilitators for

inclusive education from a teacher's perspective, offering important insights for

the improvement of pedagogical practices.

and self-regulation of learning in inclusive contexts significantly influence

educational outcomes. In this sense, Rebouças-Andrade et al. (2023) study self-

METHOD

We worked methodologically from a hermeneutic research that facilitated the

understanding and interpretation of educational phenomena related to the

implementation of the ERCA approach in inclusive contexts. From this

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Revista de educción y pedagogía

Vol. 3(2), 39-54 2025

Applying the ERCA approach to strengthen inclusive planning

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perspective, qualitative content analysis was used as a strategy for processing

specific inclusion and exclusion criteria. In this direction, scientific publications

indexed in recognized databases were considered, with publication dates

between 2015 and 2025, addressing topics related to inclusive education, ERCA

approach, curriculum planning and active methodologies.

Likewise, the inclusion criteria contemplated articles published in Spanish, with

full access to the text, that presented theoretical or empirical contributions

relevant to the object of study. Likewise, priority was given to research developed

in Latin American contexts, particularly those that offered perspectives applicable

to the Ecuadorian educational system.

databases, using specific descriptors related to the study variables. In this

context, search terms such as "ERCA approach", "inclusive education",

The information was processed using the qualitative content analysis technique,

following the phases of pre-analysis, exploration of the material and processing

of results. In this sense, a systematic coding process was developed to identify

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Revista de educción y pedagogía

Vol. 3(2), 39-54 2025

Applying the ERCA approach to strengthen inclusive planning

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On the other hand, the pre-analysis phase included the exploratory reading of all

elaboration of a preliminary category system. Under this perspective, deductive

kept open.

Likewise, the exploration of the material contemplated the systematic codification

of the texts through the identification of register units and significant context units.

In this direction, an open coding process was used that allowed the identification

of concepts, properties and dimensions relevant to the object of study.

The categories of analysis were structured around four main dimensions:

theoretical foundations of the ERCA approach, principles of inclusive education,

curriculum planning strategies and practical implementation experiences. In this

context, each category was broken down into specific subcategories that

facilitated the detailed analysis of the documentary contents.

considered reached when the incorporation of new documents did not provide

significant additional information to the categories already identified.

Similarly, a validation process was implemented through triangulation of sources

The development of the research was based on ethical principles of academic

integrity and respect for intellectual property. In this sense, the proper

means of the APA seventh edition citation system.

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Revista de educción y pedagogía

Vol. 3(2), 39-54 2025

Applying the ERCA approach to strengthen inclusive planning

47

RESULTS

The results obtained in this research show that the implementation of the ERCA

in Ecuadorian educational institutions. Similarly, Rodríguez-Ayala et al. (2024)

ratify that this pedagogical model contributes significantly to curricular planning,

providing an organized framework that facilitates the adaptation of content to the

different needs of students.

On the other hand, the integration of the ERCA approach with the principles of

inclusive education shows a favorable combination in the construction of

equitable learning spaces. From this perspective, Chacón-Mata (2021) suggests

that curricular planning should include the Universal Design for Learning to create

truly intercultural and inclusive classrooms, while Aldana-Zavala et al. (2023)

highlight the importance of developing a problematizing curriculum that favors

migratory integration and inclusive quality education in Ibero-America.

an essential practice for inclusive education, coinciding with the capacity of the

ERCA approach to adjust to different learning styles and rhythms. In a

complementary manner, Borja-Ramos (2025) points out that teaching

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Revista de educción y pedagogía

Vol. 3(2), 39-54 2025

Applying the ERCA approach to strengthen inclusive planning

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Rodríguez-Ayala, A. E., Ayala-Tigmasi, R. A., Anchundia-Aristega, Y. X., Días-

aporte en las planificaciones curriculares]. Journal of Economic and Social