This study examines the effects of a three-month pedagogical intervention that integrated artificial intelligence (AI), social media, and web-based tools to strengthen digital literacy, creativity, and cultural participation among secondary education students in Ecuador. The intervention was theoretically grounded in perspectives of inclusive digital education and Universal Design for Learning (UDL), emphasizing participation, accessibility, and collaborative knowledge construction. The intervention involved 61 students supported by 31 university facilitators and was developed under a mixed-methods action research design with a pre–post (quasi-experimental) approach. Pre- and post-test surveys were administered to assess changes in digital competencies and creativity, while semi-structured interviews explored students’ perceptions of creative expression and their engagement with the cultural and technological ecosystem. Quantitative results showed statistically significant improvements in digital literacy and creativity (p < 0.001), while qualitative findings evidenced increased student empowerment, critical awareness of algorithms, and active cultural participation. The integration of AI and social media promoted an inclusive, student-centered learning environment that enhanced autonomy, reflective thinking, and media engagement. These results suggest that hybrid and culturally contextualized AI-mediated interventions may foster 21st-century competencies, strengthen digital equity, and promote creative agency in educational contexts of the Global South, particularly within emerging digital learning environments in Ecuador.
Arcos-Cuaspud et al. (Fri,) studied this question.
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