Reflexivity and Critical Thinking: Cognitive Operations and Research Skills Necessary in

Abstract

Educational inclusion is a fundamental pillar of higher education in Latin America and Ecuador, formally supported by regulatory frameworks such as the Organic Law of Higher Education (LOES) and Sustainable Development Goal. However, the practical implementation of this principle faces serious challenges largely linked to the perceptions of university staff. The literature has systematically neglected the analysis of age differences between academic and administrative personnel, creating a critical knowledge gap in diversity management. This research aims to analyze age differences in staff knowledge, attitudes, and participation in educational inclusion. The central hypothesis posits that younger workers under 35 years of age will exhibit greater acceptance of and familiarity with inclusive practices, in stark contrast to their older colleagues over 50. Methodologically, the study adheres to the positivist paradigm with a quantitative, descriptive-comparative approach. The results obtained seek to enrich existing theory on generational diversity and inclusion. In practice, the study is expected to provide crucial information for designing differentiated institutional policies and training strategies that take into account the age of the staff. This is essential for building truly inclusive university environments that overcome the identified intergenerational tensions. Educational inclusion demands explicit attention to the generational gap, especially regarding digital skills.