Revista Científica Multidisciplinaria Arbitrada YACHASUN. Volumen 9, Número 17 (Ed. jul – dic. 2025) ISSN: 2697-3456

Pedagogical contextualization strategy for the integration of substantive functions in higher education.

DOI: https://doi.org/10.46296/yc.v9i17.0730

PEDAGOGICAL CONTEXTUALIZATION STRATEGY FOR THE

INTEGRATION OF SUBSTANTIVE FUNCTIONS IN HIGHER EDUCATION

ESTRATEGIA DE CONTEXTUALIZACIÓN PEDAGÓGICA PARA LA

INTEGRACIÓN DE FUNCIONES SUSTANTIVAS EN EDUCACIÓN

SUPERIOR

1

2

Figueroa-Soledispa Liliana Maribel ; Rodríguez-Rodríguez Alberto ;

3

4

Figueroa-Soledispa Martha Lorena ; Álvarez-Figueroa Ricardo Abad

1

Universidad Estatal del Sur de Manabí. Jipijapa, Ecuador.

Correo: liliana.figueroa@unesum.edu.ec. ORCID ID: https://orcid.org/0000-0001-9785-2581

2

Universidad Estatal del Sur de Manabí. Jipijapa, Ecuador.

Correo: alberto.rodriguez@unesum.edu.ec. ORCID ID: https://orcid.org/0000-0002-1238-0106

3

Universidad Estatal del Sur de Manabí. Jipijapa, Ecuador.

Correo: martha.figueroa@unesum.edu.ec. ORCID ID: https://orcid.org/0000-0001-5479-0333

4

Universidad Estatal del Sur de Manabí. Jipijapa, Ecuador. Correo : alvarez-

ricardo7568@unesum.edu.ec. ORCID ID: https://orcid.org/0009-0008-1673-9543

Resumen

La integración de las funciones sustantivas universitarias representa un desafío crítico para las

instituciones de educación superior contemporáneas. Esta investigación analizó cómo la

contextualización pedagógica puede contribuir a la articulación efectiva de docencia,

investigación y vinculación social para fortalecer la formación profesional integral. Se aplicó un

enfoque mixto convergente que combinó métodos cuantitativos y cualitativos mediante

encuestas a estudiantes, entrevistas semiestructuradas a directivos y docentes, observación

institucional y análisis documental en la Universidad Estatal del Sur de Manabí. Los instrumentos

fueron validados mediante juicio de expertos y presentaron alta confiabilidad. Los resultados

revelaron fragmentación funcional sistemática, donde la mayoría de los directivos percibió

articulación débil entre las funciones sustantivas, mientras que aproximadamente la mitad de los

estudiantes participó en proyectos integradores. Se identificó debilidad en la percepción del valor

formativo de las actividades de vinculación y limitada articulación entre docencia e investigación.

Sin embargo, se encontró potencial motivacional significativo hacia la investigación formativa

entre el estudiantado. La triangulación metodológica permitió diseñar una estrategia de

contextualización pedagógica integrada que incluye planificación curricular contextualizada,

investigación formativa institucionalizada, vinculación pedagógicamente situada, metodologías

activas territorializadas y evaluación integrada del impacto. La contextualización pedagógica

emerge como estrategia fundamental para superar la fragmentación funcional y lograr una

gestión pedagógica que conecte efectivamente el conocimiento académico con la transformación

social del entorno.

Palabras claves: contextualización pedagógica, educación superior, funciones sustantivas

universitarias, gestión pedagógica integrada, investigación formativa.

Abstract

The integration of university core functions remains a critical challenge for contemporary higher

education institutions. This study analyzed how pedagogical contextualization can contribute to

the effective articulation of teaching, research, and community engagement in order to strengthen

comprehensive professional training. A convergent mixed-methods approach was employed,

combining quantitative and qualitative techniques through such as student surveys, semi-

structured interviews with administrators and faculty, institutional observation, and document

Información del manuscrito:

Fecha de recepción: 13 de mayo de 2025.

Fecha de aceptación: 15 de julio de 2025.

Fecha de publicación: 26 de agosto de 2025.

930

Figueroa-Soledispa et al. (2025)

analysis at the Universidad Estatal del Sur de Manabí. The instruments were validated by expert

judgment and demonstrated high reliability. The findings revealed systematic functional

fragmentation: most administrators perceived a weak articulation among the core functions, while

approximately half of the students participated in integrative projects. Moreover, a limited

perception of the formative value of community engagement activities and weak connections

between teaching and research were also identified. Nevertheless, significant motivational

potential toward formative research was found among students. Methodological triangulation

enabled the design of an integrated pedagogical contextualization strategy, which includes

contextualized curricular planning, institutionalized formative research, pedagogically grounded

community engagement, territorially relevant active methodologies, and integrated impact

evaluation. Pedagogical contextualization emerges as a key strategy to overcome functional

fragmentation and foster pedagogical management that effectively links academic knowledge

with the social transformation of the surrounding environment.

Keywords: pedagogical contextualization, higher education, university core functions, integrated

pedagogical management, formative research.

territorial contexts in which they take

1. Introduction

place. This approach transcends the

traditional fragmentation of university

functions and promotes integrated

Contemporary higher education

faces the ongoing challenge of

effectively articulating its core

functions—teaching, research, and

community engagement—to meet

the demands of comprehensive

training and ensure social relevance.

This integration is not only a

normative imperative, established in

regulatory frameworks such as

Ecuador's Organic Law of Higher

Education, but also a pedagogical

and social necessity aimed at

forming competent and socially

committed professionals.

pedagogical

management

that

connects academic knowledge with

real-world problem-solving.

The Universidad Estatal del Sur de

Manabí (UNESUM) represents a

paradigmatic case of this challenge.

Institutional diagnostics reveal that,

although

there

is

a

stated

commitment to integrating core

functions, a significant gap persists

between normative intentions and

formative

practices.

Findings

indicate that only 50.3% of students

have participated in integrative

projects, while 65.9% do not perceive

a clear articulation between teaching

and research. These results highlight

the urgent need for contextualization

Pedagogical

contextualization

emerges as a fundamental strategy

to achieve such articulation, as it

allows educational processes to be

grounded in the specific realities of

the sociocultural, economic, and

Revista Científica Multidisciplinaria Arbitrada YACHASUN. Volumen 9, Número 17 (Ed. jul – dic. 2025) ISSN: 2697-3456

Pedagogical contextualization strategy for the integration of substantive functions in higher education.

strategies

that

strengthen

pedagogical tool that connects

learning with the generation of

relevant knowledge. The diagnostic

findings at UNESUM show that

institutional

management.

pedagogical

The central research problem

guiding this study is: How can

45.1% of students expressed

motivation to engage in formative

research, suggesting significant

potential for implementing situated

learning strategies and active

pedagogical

contextualization

contribute to the effective integration

of university core functions to

enhance professional training and

social impact in higher education?

methodologies

that

reinforce

functional integration.

This

question

gains

special

relevance in the Ecuadorian context,

where higher education institutions

must simultaneously meet academic

quality standards and respond to

demands for territorial relevance

demands.

The relevance of this study lies in its

theoretical and practical

contributions to the field of university

pedagogical

Theoretically,

management.

provides

it

a

comprehensive conceptualization of

pedagogical contextualization as a

strategy for functional articulation in

higher education. Practically, it

proposes a replicable model for

institutions aiming to strengthen

Integrated pedagogical management

is conceptualized here as

a

coordinating system that transcends

traditional educational administration

to become a transformative practice

coherence

functions

among

their

core

their

linking

knowledge and social action. This

perspective requires specific

contextualization strategies that

enable students to develop

theory

and

practice,

and enhance

educational and social impact.

The general objective of this

research is to design a pedagogical

professional competencies through

authentic, situated experiences in

their immediate environment.

contextualization that

strategy

facilitates the effective integration of

university

core

functions to

comprehensive

strengthen

Formative research stands out

emerges as a key component of this

integrative strategy, functioning as a

professional training and social

impact in higher education. The

932

Figueroa-Soledispa et al. (2025)

specific objectives are: (a) to analyze

the theoretical foundations of

pedagogical contextualization and its

relationship with the integration of

core functions; (b) to diagnose the

current state of functional articulation

at UNESUM through a mixed-

methods approach; (c) to propose

targeted strategies for contextualized

pedagogical management; and (d) to

Phase I: Situational Diagnosis

A descriptive-exploratory design was

implemented to characterize the

current state of integration of core

functions at UNESUM. This phase

included:

•

Documentary

institutional

frameworks

Strategic

review

regulatory

as the

Institutional

of

such

evaluate of

the

feasibility

Development Plan, Educational

Model, Academic Regulations

implementing the proposed model.

•

Direct

non-participant

2

. Methodology

observation in representative

academic settings

This research adopts a convergent

mixed-methods approach integrating

quantitative and qualitative methods

Application of quantitative and

qualitative instruments to key

stakeholders

to

achieve

a

comprehensive

understanding of the studied

phenomenon. This methodological

design is based on triangulation as a

validation and analytical deepening

strategy, allowing for the contrast of

different information sources and

perspectives on the integration of

Phase

II:

Multidimensional

Analysis

Methodological triangulation was

applied to validate and deepen the

diagnostic findings. Quantitative and

qualitative data were analyzed

through:

core

university

functions

at

UNESUM.

•

Descriptive

statistics

for

Research Design

quantitative variables

The study is structured into three

sequential and interconnected

methodological phases:

•

Thematic content analysis for

qualitative information

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Revista Científica Multidisciplinaria Arbitrada YACHASUN. Volumen 9, Número 17 (Ed. jul – dic. 2025) ISSN: 2697-3456

Pedagogical contextualization strategy for the integration of substantive functions in higher education.

•

A triangulation matrix to identify

convergences and divergences

among sources

•

Strategic area heads (N=6)

Student representatives (N=4)

Data Collection Instruments

Phase Proposal

III:

Model

Based on the integrated findings, a

•

Structured student survey: A

5-item instrument organized

theoretically

grounded

and

empirically

2

pedagogical

into

five

dimensions:

integrative

contextualization

designed.

strategy

was

participation

projects,

in

perception

of

community

activities,

engagement

curricular

teaching-

and

Population

and

Sample

The study population consisted of the

academic community at UNESUM,

segmented into two main groups:

contextualization,

research

articulation,

motivation toward formative

research. A five-point Likert

scale was used (1 = Strongly

disagree, 5 = Strongly agree).

Content validity was established

through expert judgment (Aiken’s

V = 0.89), and reliability reached

α = 0.87 (Cronbach’s Alpha).

Students: A proportional stratified

probabilistic sampling method was

used,

considering

the

five

institutional faculties. The final

sample included 387 students at a

95% confidence level, and 5%

margin of error, proportionally

distributed by faculty and academic

level.

•

Semi-structured

with

interviews

and

administrators

Academic and administrative

personnel: A purposive sampling

method was applied, including:

faculty: A guide of 18 open-

ended questions organized into

six thematic areas: general

articulation of core functions,

institutional capacities, academic

planning, use of ICT, community

•

Deans

and

academic

coordinators (N=8)

engagement,

research,

formative

regulatory

•

Faculty members involved in

research and community

engagement (N=15)

and

frameworks. Interviews had an

934

Figueroa-Soledispa et al. (2025)

averaged duration of 45 minutes

and were recorded with informed

consent.

v.9, using axial coding and

thematic analysis.

2

. Integrative

synthesis:

A

•

Institutional

observation

triangulation

matrix

was

guide: A standardized protocol

to record evidence of functional

integration in academic spaces,

laboratories, outreach projects,

and research activities. It was

applied in 12 representative

settings over a three-month

period.

constructed to compare findings

across information sources,

identifying

patterns

of

convergence, complementarity,

and divergence.

3

. Holistic

interpretation:

results were

Integrated

interpreted in light of the

•

Document analysis matrix: An

theoretical

generating

framework,

instrument

designed

to

evidence-based

systematize information from 24

key institutional documents,

organized into four categories:

regulations, strategic planning,

academic management, and

institutional evaluation.

conclusions and improvement

proposals.

Ethical

Considerations

The study adhered to the ethical

principles outlined in the Declaration

of Helsinki and was approved by

UNESUM’s Ethics Committee. The

following measures were ensured:

Data

Analysis

Procedure

Data

triangulation

followed

Creswell’s convergence model. The

•

Informed consent from all

participants

process included:

1. Independent

analysis:

Confidentiality and anonymity of

data

Quantitative

data

were

processed using SPSS v.28,

applying descriptive and

The right to voluntary withdrawal

without consequences

inferential statistics. Qualitative

data were analyzed with Atlas.ti

Exclusive use of data for

academic purposes

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Pedagogical contextualization strategy for the integration of substantive functions in higher education.

3. Results and discussion

have

not

been

consistently

generalized across programs and

academic spaces.

The findings of this research reveal a

complex landscape regarding the

integration of core functions at

Community

Activities:

Engagement

UNESUM,

characterized

by

significant progress in some areas

and alongside structural challenges

The most concerning results relate to

the perception of community

in

others.

Methodological

allowed for the

engagement activities: only 20.9% of

students valued them positively.

Additionally, 28% expressed strong

triangulation

identification of consistent patterns

that highlight both institutional

strengths and key areas for

improvement.

disagreement

regarding

their

usefulness, suggesting a disconnect

between outreach actions and

educational

processes.

This

Quantitative Diagnosis: Student

Perspective

disarticulation reflects a tendency

toward assistentialist or insufficiently

approaches to social projection.

The analysis of the survey applied to

3

87

students

reveals

mixed

the

perceptions

regarding

Curricular

Contextualization:

articulation of core functions. The

most significant results are

summarized below:

42.5% of students acknowledged

that courses connect academic

content with the local reality, while

5

4.6% expressed disagreement or

Participation

Projects:

in

Integrative

indifference. This gap indicates that

territorial contextualization of the

curriculum remains insufficient, with

a prevalence of traditional models

disconnected from the surrounding

environment.

50.3% of students reported having

participated in projects that integrate

teaching, research, and community

engagement (27.9% strongly agree +

22.4% agree). However, 52.4%

indicated limited or no experience

with such initiatives. This polarization

suggests that while successful

integration experiences exist, they

Teaching–Research Articulation:

Only 41.2% of students perceived

effective articulation between

teaching and research, whereas

936

Figueroa-Soledispa et al. (2025)

6

5.9% did not clearly identify such a

connection. This suggests that

research is still seen as a parallel

activity, not integrated into curricular

dynamics or classroom practice.

confirms the need for concrete,

actionable integration strategies.

Institutional

Strengths:

There was consensus regarding the

existence of a highly qualified

academic staff, with postgraduate

degrees and strong professional

commitment. The Faculties of Health

Motivation Toward Formative

Research:

This dimension yielded the most

promising results: 45.1% of students

expressed motivation to participate in

formative research projects (28.3%

strongly agree + 16.8% agree), with

only 6% strongly disagreeing. The

high rate of neutrality (42.1%) points

to motivational potential that requires

structured systematic channels.

Sciences,

Education,

and

Agricultural Sciences emerged as

spaces with greater functional

integration successful

and

interdisciplinary project experiences.

Operational

Limitations:

Participants reported challenges in

academic planning, especially in

aligning schedules and faculty

workloads. Budgetary and time

constraints were also mentioned as

limiting factors for the balanced

development of the three core

functions.

Qualitative Findings: Institutional

Perspective

In-depth with

administrators and faculty revealed

significant convergences that

interviews

complement and deepen the

quantitative results:

Technological

The potential of ICTs to support

functional integration was

Potential:

Perceived Functional Articulation:

35% of participants perceived real

functional articulation, while 65%

described it as weak, fragmented, or

acknowledged, although gaps in

connectivity and digital infrastructure

were identified, particularly in rural

settings.

unsystematized.

Interviewees

agreed that “articulation exists in

institutional discourse but lacks

practical implementation.” This gap

between intention and reality

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Revista Científica Multidisciplinaria Arbitrada YACHASUN. Volumen 9, Número 17 (Ed. jul – dic. 2025) ISSN: 2697-3456

Pedagogical contextualization strategy for the integration of substantive functions in higher education.

Results Triangulation: Diagnostic

Synthesis

Institutional Observation Analysis

Direct observation across 12

academic settings revealed:

The convergence of data sources led

to the identification of three critical

trends:

•

Successful

integration

Agricultural

experiences

in

1. Systematic

Functional

Sciences laboratories

Fragmentation

Community

projects

engagement

research

Although there are institutional

efforts to integrate core

with

components in the Faculty of

Health Sciences

functions, they remain isolated

and not widespread. Evidence

shows that functional articulation

has not yet been institutionalized

as a systematic pedagogical

practice.

•

Limited articulation between

graduation and

projects

institutional research initiatives

Emerging

methodologies

functional integration

use

of

active

2

. Weak Perception of Formative

to

promote

Value

Research and outreach activities

are not consistently recognized

by students as formative,

pointing to deficiencies in

Implications for the Proposed

Model

The findings support the relevance of

a

pedagogical contextualization

pedagogical

design

and

strategy that:

curricular integration.

•

Institutionalizes

functional

integration as a systematic

curricular practice

3

. Latent Motivational Potential

Students show a disposition

toward

more

active

and

integrative

experiences,

a strategic

Strengthens the pedagogical

design of research and outreach

activities

representing

opportunity to implement the

proposed model.

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Figueroa-Soledispa et al. (2025)

•

Harnesses student motivation

through active and participatory

methodologies

3. Pedagogically

Situated

Community

Engagement:

Reconceptualization of outreach

activities as comprehensive

•

Capitalizes on the strengths of

institutional human capital

formative

processes

that

combine social action, situated

learning, and the generation of

relevant knowledge.

Overcomes

operational

limitations through strategic,

planned

pedagogical

4

. Territorially Relevant Active

management

Methodologies:

Systematic incorporation of

problem-based learning focused

on local realities, interdisciplinary

projects, and context-based

professional practices that bridge

theory and social practice.

Proposed Model of Pedagogical

Contextualization

Based on the findings, a model of

integrated

and

contextualized

is

pedagogical

management

proposed, structured around five

essential components:

5

. Integrated

Assessment:

Development

Impact

1. Contextualized

Curricular

of

monitoring

Planning:

systems that evaluate not only

the individual fulfillment of each

Development of curricula that

systematically incorporate

function,

but

also

their

in

action-research projects linked to

specific territorial issues.

synergistic

articulation

professional training and social

impact.

2. Institutionalized

Formative

Research:

Implementation of formative

research as a transversal axis of

the curriculum—not

as a

activity—

complementary

facilitating the development of

research competencies from the

early semesters.

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Pedagogical contextualization strategy for the integration of substantive functions in higher education.

Figure 1. Proposed model of the pedagogical contextualization cycle

Comprehensive

impact

assessment

Pedagogically

situated

engagement

Institutionalized

Territorialized

active

methodologies

formative

research

Contextualized

Curriculum

Planning

practices aligns with the perspectives

of García Abad and González

Fernández-Larrea, who reported

similar challenges at the Catholic

University of Cuenca. The functional

fragmentation observed at UNESUM

reflects regional patterns in which

higher education institutions struggle

to operationalize the integration of

their core functions, treating them as

Discussion

The findings of this research confirm

the inherent complexity of integrating

the core functions of higher

education, revealing that effective

articulation goes beyond regulatory

declarations and requires profound

transformations

pedagogical

in

institutional

The

management.

results obtained at UNESUM are

consistent with previous studies that

parallel

activities

rather

than

components of an articulated

system.

document

the

persistence

of

fragmented approaches in Latin

American universities.

Findings

on

students’

weak

perception of the formative value of

outreach activities (only 20.9% rated

them positively) echo Menéndez's

arguments regarding the need to

Convergence

International

Framework

with

the

Theoretical

The

gap

identified

between

overcome

welfare-based

institutional intentions and formative

approaches in university extension.

940

Figueroa-Soledispa et al. (2025)

This

theoretical

the

convergence

relevance of

The findings concerning limitations in

academic planning and resource

allocation confirm that functional

validates

contextualization strategies that

reconceptualize outreach as an

integral pedagogical process.

integration

requires

a

reconceptualization of pedagogical

management. The data show that

Pedagogical Contextualization as

6

5% of administrators perceive

articulation as weak or fragmented,

suggesting the need for

an

Integrative

Strategy

highlight that

The

results

pedagogical

contextualization

management models that go beyond

traditional administration and evolve

into transformative practices.

emerges as a key factor in overcome

the identified functional

fragmentation. The fact that 54.6% of

students do not perceive

a

According to the findings, integrated

pedagogical management must

articulate three critical dimensions:

contextualized curricular planning,

connection between their academic

knowledge and the local context

underscores the urgent need for

strategies that anchor educational

teacher

training

in

active

processes

in

authentic

and

methodologies,

and

tracking

meaningful settings.

systems that evaluate the synergistic

impact of core university functions.

This need aligns with the principles of

situated

learning,

knowledge

which

as

Formative Research as the

conceptualizes

Articulating

Axis

socially constructed and context-

bound. The motivation among

students for formative research

The potential identified in students’

motivation toward formative research

supports theoretical perspectives on

this approach as an integrative

pedagogical strategy. The results

suggest that formative research

could serve as the axis that connects

teaching, research, and outreach—

provided it is designed as a

systematic process rather than an

occasional activity.

(

45.1%)

represents

to

significant

implement

potential

methodologies that link learning with

the resolution of real-world problems.

Integrated

Pedagogical

Management: Beyond Educational

Administration

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Pedagogical contextualization strategy for the integration of substantive functions in higher education.

This perspective is consistent with

studies in Colombia documenting the

role of formative research as a bridge

between university functions. The

Implications

Policy

for

Institutional

The results suggest that effective

pedagogical contextualization

requires institutional policies that:

main

challenge

lies

in

institutionalizing this practice as a

transversal curricular component,

moving it beyond its current status as

a supplementary activity.

1

. Reconceptualize

curricular

planning from an integrative

perspective to articulate the

three core functions as a

coherent system.

Identified

Limitations

and

Challenges

2

. Strengthen teacher training in

active methodologies, situated

learning, and formative research.

The findings reveal structural

limitations that go beyond

pedagogical management, involving

budgetary, technological, and

3

. Develop evaluation systems that

measure the articulated impact

of university functions on

professional training.

cultural aspects. The identified digital

divide, particularly in rural contexts,

poses

a

challenge

of

to the

integrated

implementation

4

. Establish territorial partnerships

strategies that utilize ICT as

pedagogical tools for integration.

that

support

authentic

contextualization of educational

processes.

Limitations in teaching workload—

preventing balanced development of

all three core functions—constitute a

structural barrier that requires

specific institutional policies. This

finding aligns with previous studies

highlighting faculty overload as a

Theoretical and Methodological

Contributions

This research provides empirical

evidence on the effectiveness of

methodological triangulation for

studying complex phenomena in

higher education. The convergence

of quantitative and qualitative data

enabled the identification of patterns

that would not have emerged through

major functional

obstacle

to

integration in public universities.

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Figueroa-Soledispa et al. (2025)

single-method

approaches,

hinder the integration of core

academic functions.

validating the relevance of mixed-

method designs in educational

research.

4. Conclusions

Theoretically, the study contributes

This research confirms that the

to

the

conceptualization

of

effective

integration

core

of the

functions

pedagogical contextualization as a

specific strategy for functional

integration, distinguishing it from

general educational management

approaches. This distinction has

important implications for the design

of university policies and practices

aimed at articulating core functions.

university's

constitutes a complex challenge that

goes beyond normative declarations,

requiring profound transformations in

institutional

pedagogical

findings

management.

demonstrate

The

that

pedagogical

contextualization emerges as a key

strategy for articulating teaching,

Projections and Future Research

Lines

research, community

engagement into a coherent system

of comprehensive professional

training.

and

The research

pathways regarding the practical

implementation of integrated

findings

open

pedagogical management models,

particularly in public universities

The diagnostic conducted at the

Universidad Estatal del Sur de

facing

budgetary

constraints.

Manabí

reveals

a

landscape

systematic

Longitudinal studies are needed to

characterized

by

assess

the

impact

of

functional fragmentation, in which

where the three core functions

operate as parallel activities rather

than as an integrated system. Only

contextualization

strategies

on

educational quality and social

relevance indicators.

3

5% of administrators perceive

genuine functional articulation, while

0.3% of students report

participation in integrative projects,

indicating that successful

The study also points to the need for

comparative

different types of universities (public,

private, technical) to identify

contextual factors that facilitate or

research

across

5

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Pedagogical contextualization strategy for the integration of substantive functions in higher education.

experiences remain isolated rather

than widely generalized.

proposing

a

pedagogical

management model that connects

academic knowledge with social

transformation. The findings confirm

that such articulation is possible

when there is institutional will,

systematic planning, and collective

The weak perception of formative

value is a critical finding: only 20.9%

of

students

positively

value

community engagement activities,

and just 41.2% perceive an

articulation between teaching and

commitment

to

comprehensive

training and enhancing the social

impact of higher education.

research.

suggests

This

that

disconnection

research and

engagement activities have not been

designed within an integral

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