Impacto de una intervención basada en capacitación docente y mentoría universitaria sobre el desarrollo de competencias emprendedoras: evidencia experimental con enfoque de género en estudiantes de Bachillerato en Guayaquil, Ecuador

Abstract

This study evaluates the effectiveness of a hybrid educational intervention based on teacher training and university mentoring for the development of entrepreneurial competencies. Using a quasi-experimental pretest–posttest design, data from teachers and students were analysed through inferential statistics. The results show significant improvements in creativity, feasibility, and communication, whereas innovation showed no significant changes. These findings suggest that applied competencies respond more rapidly to educational interventions. The importance of active methodologies and assessment in real-world learning contexts is also highlighted.