The strategic pillars for the transformation of higher education stem from the need for robust statistical tools to measure them. This study sought to assess Ecuadorian university students’ knowledge of innovative practices and their use of such practices through a validated 20-item questionnaire covering five dimensions: active methodologies, innovation projects, best practices, use of technology, and learning outcomes. A total of 295 students from various degree programs with an average age of 21.84 years made up the sample. To validate the instrument, multivariate statistical techniques based on covariance structural equation models (CB-SEM) were applied using AMOS version 24 software, along with univariate analysis using SPSS version 25 software. The results demonstrate high levels of reliability and internal consistency for the instrument. The overall mean score—and thus the participants’ average perception of educational innovation—was positive, with greater emphasis on the practical application of knowledge, the improvement of the teaching process, and the impact on learning. Furthermore, the correlations between items were substantially high, which confirms the conceptual consistency of the instrument as a questionnaire. The RMSEA presents some limitations; however, the comparative indices (CFI, IFI, and TLI), which exceeded the reference values, adequately justify the model's applicability. Thus, educational innovation is, and will continue to be, a central element in the overall experience of higher education, as it directly affects the potential for and ultimate acquisition of professional and academic competencies.
Briones et al. (Thu,) studied this question.