Children’s Narrative as a Tool for Heritage and Tourism Education in El Oro Province

Abstract

This research explores the appreciation and use of El Orio's cultural heritage through children's narratives as an educational resource across different educational levels, highlighting their potential for integrating tourism and cultural heritage into the pedagogical environment. This approach seeks to promote cultural identity and meaningful learning. A non-experimental, mixed-method design was adopted with a sample of 170 teachers from various educational levels. Structured surveys were used for data collection, providing information on demographics, knowledge, and practices related to cultural heritage, as well as identifying perceptions about the use of children's narratives in the classroom. In addition, relevant academic sources were analyzed for the theoretical and methodological development that supported the study. The results indicated that, although teachers have a reasonable understanding of cultural heritage, their participation in related activities is limited. Early childhood and primary school teachers stood out as key players in integrating children's narratives into educational processes. However, gaps were identified in the implementation of pedagogical strategies that link narratives and cultural heritage. It is concluded that children's narratives can be effective tools for promoting El Oro's cultural heritage, provided that teacher training is strengthened, interactive digital platforms are developed, and inter-institutional collaboration is fostered. These actions will enhance inclusive learning and cultural appreciation among new generations.