University collaboration for educational equity: evaluation of an intercultural master’s program in education
DOI:
https://doi.org/10.5212/PraxEduc.v.20.24930.055Abstract
This study analyzes a master’s program in Education with an intercultural approach, developed by four Ecuadorian universities during the pandemic in response to the need for teacher training in rural, urban, and culturally diverse contexts. Interculturality was present both in the student body and in the pedagogical approach, through the integration of inclusive strategies, digital technologies, and adapted educational management models. A mixed methodology was used: academic testimonies (qualitative) and enrollment and graduation data (quantitative) between 2021 and 2024. The results show high participation and completion rates among trainee teachers, as well as strong commitment to professional development. The study also highlights inter-university collaboration in designing relevant and inclusive programs that contribute to improving educational quality and equity, while reinforcing the need to adapt education to diverse and sustainable environments.
Keywords: Graduate program evaluation. In-service teacher education. Inter-institutional collaboration in higher education.
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