Denny Pérez Beras
Abstract The educational attention to diversity is a key challenge in current education systems, especially in contexts marked by social inequalities and cultural heterogeneity. This study aims to evaluate the pedagogical strategies applied by teachers from Regional 14 of the Ministry of Education to address diversity from a transcomplex integrative approach, which conceives education as a network of dynamic interactions among cognitive, affective, social, and cultural dimensions. Regarding methodology, a mixed-methods approach was adopted, with a descriptive-analytical scope and a cross-sectional field design, involving 150 teachers and 18 members of the management team, selected through stratified probability sampling. For data collection, validated questionnaires and interviews were used, with a Cronbach’s Alpha coefficient of 0.85. The results show that teachers mainly recognize learning styles and paces (62%), with limited attention to sociocultural and economic dimensions. Active methodologies predominate, such as Problem-Based Learning (36%) and Project-Based Learning (28.7%), while the implementation of Universal Design for Learning (16.7%) and individualized strategies remains limited. In conclusion, structural and training challenges persist in consolidating inclusive pedagogical practices from a transcomplex perspective, integrating cognitive, contextual, and ethical dimensions to respond to the complexity of the contemporary educational scenario.