Identification and Prioritization of Socio-educational Needs: A participatory diagnosis from university extension

Abstract

This research addresses University Outreach as a mechanism for socio-educational intervention, highlighting the existing disconnect between Higher Education Institutions and their surrounding communities. The objective was to identify and prioritize the socio-educational needs of communities near the National University of Education in Ecuador through a participatory assessment, in order to guide institutional action. Methodologically, a qualitative study with a descriptive-interpretive scope and a phenomenological approach was conducted in the provinces of Azuay and Cañar. Four hundred and fifty stakeholders participated, including teachers, educational authorities, and community leaders, through focus groups, interviews, and document analysis. The information was processed inductively using specialized software. The results allowed for the categorization of needs into five areas: institutional management and intersectoral collaboration; pedagogical-curricular management and teacher/student development; socio-community and family conditions; inclusion, diversity, and socio-emotional well-being; and socio-economic and employment conditions. The findings reveal a diversity of socio-educational problems, where communities demand support that goes beyond economic assistance. It is concluded that these problems are not limited to material deprivation and that the university must become a mediating actor that, through participatory diagnosis, facilitates critical reflection and democratic management so that local stakeholders can assume shared responsibility for their challenges.