MILTON ALFONSO CRIOLLO TURUSINA,MAYRA LEONELA CALLE LLIGUICOTA,KIRA KATIUSKA VILLAO JÁCOME,SANDRA MARICELA CAMPUZANO RODRÍGUEZ
DOI: https://doi.org/Education as a preeminent factor in societal development contemplates in its dynamism problems that arise as it advances, that is why; research in inherent to innovation are factors that through scientific competencies enable human beings to address and remedy the phenomena that afflict educability and consequently society. In light of the above, the present study aimed to determine the influence of scientific competencies of teachers of 6 institutions of higher education in Ecuador in the context of basic education and its influence on pedagogical innovation, under a basic methodology, with a quantitative approach of causal correlational scope and non-experimental design. The technique used was the survey with the instrumentation of a questionnaire applied to 205 professors, submitted to validity and with good reliability rigor according to Cronbach's Alpha located at 0.947 for variable 1 and 0.975 for variable 2. The results show that scientific competences have a strong positive relationship with pedagogical innovation in the unit of analysis, this relationship is positioned in the correlational area of 0.826 with a bilateral significance of 0.01. Therefore, it is concluded that as long as scientific competences are strengthened in the unit of analysis, pedagogical innovation increases, determining a better praxis and significance in the educational work.
