Curricular analysis of the technological component in the early childhood education program of the faculty of educational sciences at the Universidad Técnica de Manabí, Ecuador

Abstract

The integration of the technological component into initial teacher education has become a strategic challenge for higher education institutions due to the transformations that digital technologies have generated in teaching and learning processes. Although international frameworks for teacher education emphasize the need to integrate technological, pedagogical, and disciplinary competencies, the implementation of these guidelines within university curricula varies according to institutional contexts. In the Early Childhood Education program at the Universidad Técnica de Manabí, Ecuador, there is limited evidence regarding how the technological component is structured within the curriculum and the extent of its incorporation in terms of courses, contents, and educational approaches. Accordingly, the objective of this study was to characterize the incorporation and structuring of the technological component in the curriculum of the Early Childhood Education program at the Faculty of Educational Sciences of the Universidad Técnica de Manabí through its presence in courses, curricular contents, and formative approaches. The study adopted a descriptive-documentary design based on content analysis of the curriculum map, course syllabi, and institutional regulatory documents. The findings reveal a progressive incorporation of technology through specific courses, digital resources, virtual learning environments, and academic activities aimed at developing pedagogically oriented digital competencies. The curriculum demonstrates a transversal integration of the technological component and a general alignment with the institution’s educational and research orientations.