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A Qualitative Study on Barriers in Learning Opportunities in Ecuadorian Higher Education

Author

Listed:
  • Gardenia Silva-Martínez

    (Qualitative Research Group in Education, Teaching and Learning, Faculty of Education, University of Alicante, 03690 Alicante, Spain)

  • Marcos Jesús Iglesias-Martínez

    (Department of General Didactics and Specific Didactics, Faculty of Education, University of Alicante, 03690 Alicante, Spain)

  • Inés Lozano-Cabezas

    (Department of General Didactics and Specific Didactics, Faculty of Education, University of Alicante, 03690 Alicante, Spain)

Abstract

The university context is increasingly complex and diverse. Students’ individual circumstances in particular, whether personal or relating to family and work, are increasingly challenging. They are affecting their academic development or even leading to them dropping out of university. The objective of this study was to identify the obstacles to the completion of university studies based on students’ perspectives. Adopting a qualitative approach, we analysed the narratives of randomly selected students at UTE University of Santo Domingo (Ecuador). The main barriers identified by the students were the lack of reconciliation between academic and/or work life and family, as well as schedule incompatibilities—making it difficult for them to attend class. Participants also noted that teachers usually failed to incorporate curricular adaptations according to students’ personal or professional circumstances, which prevented them from experiencing a normal learning process like their classmates. To conclude, factors that continue to interfere with students’ university trajectories include the following: insufficient financial resources, family reconciliation issues, and lack of institutional support. Higher Education Institutions should therefore promote strategies and/or provide resources that guarantee equal opportunities for university students and contribute to the development of lifelong learning.

Suggested Citation

  • Gardenia Silva-Martínez & Marcos Jesús Iglesias-Martínez & Inés Lozano-Cabezas, 2023. "A Qualitative Study on Barriers in Learning Opportunities in Ecuadorian Higher Education," Societies, MDPI, vol. 13(3), pages 1-11, February.
  • Handle: RePEc:gam:jsoctx:v:13:y:2023:i:3:p:56-:d:1081447
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    References listed on IDEAS

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    1. Jing Jian Xiao & Nilton Porto & Irene McIvor Mason, 2020. "Financial capability of student loan holders who are college students, graduates, or dropouts," Journal of Consumer Affairs, Wiley Blackwell, vol. 54(4), pages 1383-1401, December.
    2. Noman Arshed & Awais Anwar & Nabeela Kousar & Samra Bukhari, 2018. "Education Enrollment Level and Income Inequality: A Case of SAARC Economies," Social Indicators Research: An International and Interdisciplinary Journal for Quality-of-Life Measurement, Springer, vol. 140(3), pages 1211-1224, December.
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    1. Elmis Jonatan García Zare & Segundo Eloy Soto Abanto & Noelia Patricia Rodriguez Paredes & Teresita del Rosario Merino Salazar & Sandra Elizabeth Pagador Flores & Jorge Luis Baldárrago Baldárrago & Jo, 2023. "Technological Devices and Digital Competences: A Look into the Digital Divides for University Continuity during the COVID-19 Pandemic," Sustainability, MDPI, vol. 15(11), pages 1-16, May.

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