ROUTES AND PROTOCOLS FOR THE EDUCATIONAL INCLUSION OF STUDENTS IN SITUATIONS OF HUMAN MOBILITY

Abstract

This article describes the inclusion of students in situations of human mobility in higher education, emphasizing that educational inclusion is a fundamental right that guarantees equal opportunities. The general objective is to establish pathways and protocols for students in situations of human mobility at the National University of Chimborazo. The methodology employed followed a mixed methods approach, incorporating both quantitative and qualitative methods. The study has a non-experimental, descriptive design, as the variables ere not manipulated: Educational Inclusion and Human Mobility, the population consisted od students from UNACH, and the sample included students in a situation of human mobility, with a total of 312 participating students. The information was collected through surveys as a part of the UNACH project: “Inclusion of students with specific educational needs at the National University of Chimborazo” the results reveal that only a minority of students in situations of human mobility responded to the survey. Among them, many reported debilitating emotional conditions such as depression and anxiety, while only a few received psychological support or had formalized documentation. These highlights significant gaps in the mechanisms of care, underscoring the necessity for designing sustainable solutions and ensuring continuous monitoring to promote equity and respect for human rights in educational contexts.