<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2528-7907</journal-id>
<journal-title><![CDATA[Revista San Gregorio]]></journal-title>
<abbrev-journal-title><![CDATA[Revista San Gregorio]]></abbrev-journal-title>
<issn>2528-7907</issn>
<publisher>
<publisher-name><![CDATA[Universidad San Gregorio de Portoviejo ]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2528-79072024000300026</article-id>
<article-id pub-id-type="doi">10.36097/rsan.v1i59.2923</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Innovación educativa en el área de la ingeniería]]></article-title>
<article-title xml:lang="en"><![CDATA[Educational innovation in engineering]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Gómez Cano]]></surname>
<given-names><![CDATA[Carlos Alberto]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Gamboa.]]></surname>
<given-names><![CDATA[Alfredo Javier Pérez]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Sánchez Castillo]]></surname>
<given-names><![CDATA[Verenice]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Corporación Unificada Nacional de Educación Superior  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Colombia</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Centro de Investigación en Educación, Naturaleza, Cultura e Innovación para la Amazonia  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Colombia</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad de la Amazonia  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Colombia</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>11</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>11</month>
<year>2024</year>
</pub-date>
<volume>1</volume>
<numero>59</numero>
<fpage>26</fpage>
<lpage>36</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.senescyt.gob.ec/scielo.php?script=sci_arttext&amp;pid=S2528-79072024000300026&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.senescyt.gob.ec/scielo.php?script=sci_abstract&amp;pid=S2528-79072024000300026&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.senescyt.gob.ec/scielo.php?script=sci_pdf&amp;pid=S2528-79072024000300026&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Actualmente, sustentar procesos de transformación educativa, con incorporación consciente de las tecnologías, pero también en correspondencia con el desarrollo de individuos y la propia sociedad, comporta un reto importante para los sistemas educativos. En el área de las ingenierías, precisamente por su contribución directa al perfeccionamiento de los procesos de invención, tanto en la academia como en la industria, esta preparación para asumir las nuevas tendencias en materia de innovación educativa es trascendental. Por ello, el objetivo de la investigación fue analizar la producción científica sobre innovación educativa en el área de la ingeniería en el período 2019 - 2023. Se implementó un estudio bibliométrico acompañado de la triangulación de los principales resultados, el cual se ejecutó en la base de datos SCOPUS. Se identificó una tendencia homogénea y creciente durante el período. Entre las áreas del conocimiento que más destacaron, seguido de la ingeniería, se encontraron las ciencias de la computación, las ciencias sociales y energía. En general, la innovación educativa enfrenta grandes retos, entre ellos, la diversificación de las áreas, la proliferación de experiencias y la construcción de nuevos procesos a partir de lo aprendido durante la pandemia.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Currently, supporting educational transformation processes, with the conscious incorporation of technologies, but also in correspondence with the development of individuals and society itself, entails an important challenge for educational systems. In the area of engineering, precisely because of its direct contribution to the improvement of invention processes, both in academia and industry, this preparation to assume new trends in educational innovation is transcendental. Therefore, the objective of the research was to analyze the scientific production on educational innovation in the area of engineering in the period 2019 - 2023. A bibliometric study was implemented accompanied by the triangulation of the main results, which was executed on the basis of SCOPUS data. A homogeneous and increasing trend was identified during the period. Among the areas of knowledge that stood out the most, followed by engineering, were computer sciences, social sciences and energy. In general, educational innovation faces great challenges, among them, the diversification of areas, the proliferation of experiences and the construction of new processes based on what was learned during the pandemic.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[análisis bibliométrico]]></kwd>
<kwd lng="es"><![CDATA[estrategia educativa]]></kwd>
<kwd lng="es"><![CDATA[ingeniería]]></kwd>
<kwd lng="es"><![CDATA[innovación educativa]]></kwd>
<kwd lng="en"><![CDATA[bibliometric analysis]]></kwd>
<kwd lng="en"><![CDATA[educational strategy]]></kwd>
<kwd lng="en"><![CDATA[engineering]]></kwd>
<kwd lng="en"><![CDATA[educational innovation]]></kwd>
</kwd-group>
</article-meta>
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