Impact of educational process innovation on the satisfaction of higher education students in Ecuador

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Type of the article: Research Article

Innovation in educational processes is a key factor for student satisfaction, as it guarantees quality, academic retention, and institutional competitiveness in higher education. This study aimed to evaluate the impact of innovation in educational processes on student satisfaction in higher education institutions in Ecuador. A quantitative approach was used, with a non-experimental, cross-sectional, and explanatory design. The sample consisted of 388 university students from Guayaquil, one of the largest cities in Ecuador, who completed a structured, online, Likert-scale questionnaire after providing their informed consent between September and October 2024. Innovation in educational processes was conceptualized through two core dimensions: structure and process management. Student satisfaction was analyzed through three dimensions: trust and security, tangible elements, and motivation to participate. To ensure the validity and reliability of the constructs, exploratory and confirmatory factor analyses supported by structural equation modeling (SEM) were conducted using SPSS version 26 and AMOS version 22. The results showed that process structure had a significant effect on trust and security (β = 0.65, p < 0.001), tangible elements (β = 0.37, p < 0.001), and motivation (β = 0.77, p < 0.001). Similarly, process management significantly influenced trust and security (β = 0.65, p < 0.001), tangible elements (β = 0.62, p < 0.001), and motivation (β = 0.72, p < 0.001). In conclusion, innovation strategies in educational processes substantially affect student satisfaction, highlighting the importance of effective and progressive academic management in Ecuadorian higher education.

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    • Figure 1. Theoretical model of hypothetical research scenarios
    • Figure 2. Dimensional relationship model between innovation management variables and student satisfaction
    • Table 1. Main characteristics of the participating sample
    • Table 2. Descriptive, discriminatory, and factor loading reports on educational process innovation
    • Table 3. Descriptive, discriminatory reports and factor loadings of student satisfaction
    • Table 4. Dimensional reliability analysis of the innovation management variables and student satisfaction
    • Table 5. Developed models
    • Table 6. Hypothesis testing
    • Table A1. Structure of the questionnaire measuring innovation management variables and student satisfaction
    • Conceptualization
      Danny Xavier Arevalo Avecillas, Rober Anibal Luciano Alipio
    • Investigation
      Danny Xavier Arevalo Avecillas, Rober Anibal Luciano Alipio, Carmen Paola Padilla Lozano
    • Project administration
      Danny Xavier Arevalo Avecillas, Carmen Paola Padilla Lozano
    • Resources
      Danny Xavier Arevalo Avecillas, Rober Anibal Luciano Alipio, Carmen Paola Padilla Lozano, Manuel Esteban Arevalo Avecillas, Hugo Daniel García Juárez
    • Validation
      Danny Xavier Arevalo Avecillas, Rober Anibal Luciano Alipio
    • Writing – original draft
      Danny Xavier Arevalo Avecillas, Rober Anibal Luciano Alipio, Carmen Paola Padilla Lozano, Manuel Esteban Arevalo Avecillas
    • Data curation
      Rober Anibal Luciano Alipio, Carmen Paola Padilla Lozano
    • Writing – review & editing
      Carmen Paola Padilla Lozano, Hugo Daniel García Juárez
    • Formal Analysis
      Manuel Esteban Arevalo Avecillas, Hugo Daniel García Juárez
    • Methodology
      Manuel Esteban Arevalo Avecillas, Hugo Daniel García Juárez
    • Supervision
      Manuel Esteban Arevalo Avecillas, Hugo Daniel García Juárez
    • Visualization
      Manuel Esteban Arevalo Avecillas, Hugo Daniel García Juárez