Educación: Un análisis cuantitativo de su rol en la justicia social y los derechos humanos en Cochabamba

Abstract

This study examines the role of education in promoting social justice and human rights in Cochabamba, Bolivia, within a context of structural inequalities. The objective was to quantitatively assess professionals’ perceptions of education’s contribution to social equity, inclusion, and the development of change agents. A cross-sectional descriptive design was employed, using a non-probabilistic convenience sample of 150 professionals from education, law, and human rights. A survey with six Likert-scale questions was applied to explore perceptions regarding equity, human rights, intercultural approaches, critical awareness, policies for vulnerable groups, and the training of change agents. Results indicate that 60% believe education promotes social equity, 70% acknowledge its contribution to human rights, 61% value intercultural approaches, 64% highlight critical awareness, 48% approve policies for vulnerable groups, and 69% support the training of change agents. However, neutral (19-27%) and critical (12-25%) responses reveal implementation challenges. The study concludes that education is a key pillar for social justice but requires inclusive policies, enhanced teacher training, and strengthened intercultural approaches. Recommendations include implementing community based programs and inclusive curricula, and combining mixed methods in future research to further explore these dynamics.