The Future of Education

Ecuador’s efforts to improve English language education have shown limited progress despite decades of reform and sustained public investment. This article examines the multifaceted challenges that contribute to persistently low levels of English proficiency nationwide. The analysis identifies several key factors, including inconsistent policy implementation, insufficient teacher proficiency and professional training, pronounced socioeconomic and resource disparities between regions and school sectors, and low student motivation influenced by cultural and contextual factors. National indicators remain concerning: in 2023, Ecuador ranked 18th out of 20 Latin American countries and 80th out of 113 countries worldwide in English proficiency, with an EF English Proficiency Index (EPI) score of 465, placing the country in the low proficiency band. Moreover, fewer than 12% of public high school English teachers have achieved the minimum B1 proficiency level, while students in rural areas continue to demonstrate particularly weak learning outcomes. The article highlights opportunities for improvement through targeted teacher development programs, more equitable resource distribution, culturally responsive curriculum reforms, and initiatives aimed at strengthening student engagement. Addressing these structural and pedagogical gaps is essential for aligning Ecuador’s English education outcomes with national policy objectives and international standards.