<?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>S2528-79072025000200040</article-id>
<article-id pub-id-type="doi">10.36097/rsan.v1i62.3568</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Escala de interculturalidad, más allá de la mirada cualitativa: una herramienta medible en territorio Abya Yala]]></article-title>
<article-title xml:lang="en"><![CDATA[Interculturality scale, beyond the qualitative perspective: a measurable tool at Abya Yala territory]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Henríquez-Coronel]]></surname>
<given-names><![CDATA[María Angélica]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Castillo-Quintero.]]></surname>
<given-names><![CDATA[Humberto]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Tubay-Zambrano]]></surname>
<given-names><![CDATA[Fanny]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Estrada-García]]></surname>
<given-names><![CDATA[Alex]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Técnica de Manabí  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Ecuador</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de Los Andes  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Venezuela</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad de Cuenca  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Ecuador</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Universidad Nacional de Educación  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Ecuador</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>08</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>08</month>
<year>2025</year>
</pub-date>
<volume>1</volume>
<numero>62</numero>
<fpage>40</fpage>
<lpage>48</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.senescyt.gob.ec/scielo.php?script=sci_arttext&amp;pid=S2528-79072025000200040&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.senescyt.gob.ec/scielo.php?script=sci_abstract&amp;pid=S2528-79072025000200040&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.senescyt.gob.ec/scielo.php?script=sci_pdf&amp;pid=S2528-79072025000200040&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Ecuador, como parte del Abya Yala, ha institucionalizado el principio de interculturalidad, promoviendo su análisis desde enfoques cualitativos. No obstante, persiste una limitada disponibilidad de instrumentos cuantitativos que permitan medir esta dimensión, lo que motivó el diseño de una escala adaptada al contexto regional. El objetivo de la investigación fue validar psicométricamente un instrumento para medir percepciones y concepciones sobre la interculturalidad en universidades ecuatorianas. En cuanto a la metodología, se realizó un análisis psicométrico de un instrumento de 27 reactivos con escala Likert, a través de la aplicación a estudiantes de carreras de educación de dos universidades. Se aplicó un análisis psicométrico a una escala de 27 reactivos con formato Likert, administrada a estudiantes de dos universidades ecuatorianas. Se evaluó la fiabilidad mediante el coeficiente alfa de Cronbach, la validez de constructo a través de análisis factorial exploratorio, y la capacidad discriminante mediante prueba t de Student para muestras independientes. Los resultados evidenciaron una alta fiabilidad (&#945; = 0.925) y una adecuada validez de constructo, con una estructura de cinco componentes que explican el 68.17% de la varianza total. Se resalta la utilidad del instrumento para medir la de interculturalidad en la región y en diversas áreas del conocimiento, aunque se identificaron algunos desafíos en su implementación que evidencia barreras conceptuales y culturales, las cuales constituyen áreas prioritarias para futuras intervenciones pedagógicas.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Ecuador, as part of Abya Yala, has institutionalized the principle of interculturality, promoting its analysis primarily through qualitative approaches. However, there remains a limited availability of quantitative instruments capable of measuring this dimension, which motivated the development of a scale adapted to the regional context. The objective of this research was to psychometrically validate an instrument designed to assess perceptions and conceptions of interculturality among university students in Ecuador. A psychometric analysis was conducted on a 27-item Likert-scale instrument, applied to education students from two Ecuadorian universities. The study evaluated reliability using Cronbach&#8217;s alpha coefficient, construct validity through exploratory factor analysis, and discriminant capacity using the Student&#8217;s t-test for independent samples. The results showed high reliability (&#945; = 0.925) and adequate construct validity, revealing a five-component structure that accounts for 68.17% of the total variance. The findings highlight the instrument&#8217;s usefulness for measuring interculturality in the region and across various fields of knowledge. Nonetheless, some implementation challenges were identified, revealing conceptual and cultural barriers that represent key areas for future pedagogical intervention.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Educación intercultural]]></kwd>
<kwd lng="es"><![CDATA[estudiantes universitarios]]></kwd>
<kwd lng="es"><![CDATA[instrumentos de medición]]></kwd>
<kwd lng="es"><![CDATA[psicometría]]></kwd>
<kwd lng="es"><![CDATA[Ecuador]]></kwd>
<kwd lng="en"><![CDATA[Intercultural education]]></kwd>
<kwd lng="en"><![CDATA[university students]]></kwd>
<kwd lng="en"><![CDATA[measurement instruments]]></kwd>
<kwd lng="en"><![CDATA[psychometrics]]></kwd>
<kwd lng="en"><![CDATA[Ecuador]]></kwd>
</kwd-group>
</article-meta>
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