Conceptualizing Science in Higher Education: Structural Relationships Between Understanding, Ethics, and Social Appropriation Among Undergraduates

This study examines the perceptions, learning sources, ethical–social associations, and academic influences that shape Ecuadorian undergraduate students’ relationship with science, incorporating a gender perspective. A cross-sectional quantitative design was employed using a survey administered to undergraduate students from four urban universities in Quito, Ecuador. Participants were recruited through institutional mailing lists and academic coordination channels, resulting in a non-probabilistic, institutionally distributed sample of 212 complete responses. Data were analyzed using descriptive statistics and Structural Equation Modeling (SEM) to test the hypothesized relationships among latent constructs. The findings indicate an absence of statistically significant differences between genders, thereby suggesting a homogeneous perception of science. The results demonstrated that a robust correlation exists between conceptual understanding and ethical–social awareness. Furthermore, they indicated a significant relationship between the academic impact of science and personal and social appropriation. The originality of the study lies in its critical, intersectional and situated approach to conceptualizing science, with a focus on factors such as gender and educational context. The findings provide valuable insights for the design of educational policies that promote the social appropriation of science in Ecuador and Latin America.