The Impact of Public Policies on the Educational Promotion of Inclusive Recreational Spaces

1. Introduction

The promotion of inclusive recreational spaces currently constitutes a strategic axis for educational, social, and community development, as equitable access to recreation, play, and physical activity is recognized as a fundamental right and a direct contributor to overall well-being (Urra et al., 2024). In the Latin American context, particularly in Ecuador, this challenge is especially relevant due to persistent territorial and social inequalities that condition effective access to adequate, safe, and accessible recreational environments. Within this framework, recreational spaces (parks, sports areas, public squares, and school environments) emerge as key settings for fostering educational inclusion, social cohesion, and civic participation.

From an educational perspective, inclusive recreation goes beyond leisure and becomes a pedagogical resource that promotes meaningful learning, socio-emotional development, and values related to coexistence, equity, and respect for diversity. Studies show that the design quality, accessibility, and management of recreational spaces directly influence the active participation of children, adolescents, people with disabilities, and older adults, as well as their perception of inclusion and well-being (Cobeña et al., 2025; Crespo & Verdugo, 2025). However, these spaces do not always meet universal accessibility standards nor are they systematically linked to educational objectives, limiting their social and pedagogical impact (Gupta et al., 2025; Maldonado et al., 2025).

In Ecuador, the regulatory framework recognizes social and educational inclusion as cross-cutting principles of public action. Public policies related to urban development, education, and recreation incorporate rights-based, accessibility, and equality approaches, at least at the discursive level. Nevertheless, prior research highlights a significant gap between policy formulation and effective implementation, resulting in structural limitations for the consolidation of truly inclusive recreational spaces (Núñez & Gaona, 2021; Torres, 2025). This issue is particularly evident in intermediate cities and rapidly growing cantons, where public space planning does not always meet the needs of a diverse population.

The canton of Milagro, located in Guayas province, represents a relevant case for analysis. Its condition as an expanding urban center with socially and culturally diverse populations poses specific challenges in territorial planning, public space management, and the articulation of educational and recreational policies. Although the territory has community recreational spaces and educational institutions promoting recreational activities, questions remain regarding the actual impact of public policies on their inclusive educational use.

International literature provides useful theoretical frameworks to address this issue. Universal Design for Learning has emerged as an approach that promotes flexible and accessible environments capable of responding to diverse abilities, interests, and learning styles (Frolli et al., 2020; Saini et al., 2024). Recent studies extend this approach beyond classrooms, highlighting its potential for guiding the design of inclusive recreational and play spaces (Sturges et al., 2025). These contributions emphasize that inclusion depends not only on physical infrastructure but also on the alignment between public policies, environmental design, and educational practices.

In Latin America, research on recreation, inclusion, and education shows increasing interest in analyzing recreational spaces as drivers of well-being and social participation. Authors such as Saona et al. (2025) and Valdés et al. (2025) highlight recreation as a key component of social development and quality of life. In Ecuador, empirical studies reveal both progress and limitations in the planning and management of public and recreational spaces (Cobeña et al., 2025; Galarza et al., 2025).

From an educational standpoint, inclusive recreational strategies have been shown to enhance participation among students with disabilities and foster more equitable learning environments (Hinostroza et al., 2024; Orosco et al., 2025). However, these studies often focus on classroom interventions rather than examining the structural role of local public policies in sustaining inclusive recreational spaces. Similarly, research on accessibility in higher education highlights persistent barriers despite regulatory progress (Maldonado et al., 2025).

Public space management and citizen participation are also key factors. Jiménez et al. (2024) emphasize that community involvement in planning enhances social appropriation and sustainability, while Crespo and Verdugo (2025) demonstrate that regulatory compliance alone does not guarantee functional inclusion. These findings highlight the need to analyze how public policies translate into concrete practices in local contexts such as Milagro.

From a critical perspective of inclusive education, scholars argue that policies must move beyond declarative approaches and promote structural transformations affecting institutional culture, territorial planning, and educational practices (Clavijo & Bautista, 2020; Yungán et al., 2025). In Ecuador, although legal frameworks have advanced in recognizing rights, stronger implementation, monitoring, and evaluation mechanisms are still needed (Torres, 2025).

Despite existing contributions, there is a gap in analyzing the impact of public policies on the educational promotion of inclusive recreational spaces from a localized perspective. Most studies adopt sectoral approaches without integrating the role of public policies across education, recreation, and inclusion. Research focusing on specific cantons such as Milagro remains limited, restricting context-based decision-making.

This gap is critical, as policy effectiveness depends on responsiveness to local social, cultural, and institutional conditions. The lack of comprehensive studies limits the identification of best practices and sustainability factors. Therefore, further analysis of policy impact in Milagro is necessary to strengthen educational and social inclusion.

This study is justified by its theoretical, practical, and social relevance. It integrates inclusive education, universal design, recreation, and public policy analysis, offering a comprehensive perspective. Practically, it provides insights for educators, policymakers, and planners to improve accessibility and quality of recreational spaces. Socially, it contributes to rights promotion and the creation of more inclusive environments.

The general objective is to analyze the impact of public policies on the educational promotion of inclusive recreational spaces in Milagro, Guayas. Specific objectives include: identifying the regulatory framework; analyzing stakeholder perceptions; and examining gaps and opportunities to strengthen the articulation between policies and inclusive educational practices. The study aims to provide contextualized evidence to support sustainable and inclusive strategies in Ecuador.

2. Materials and Methods

Method

The research was conducted under a mixed-methods approach, integrating quantitative and qualitative procedures with the aim of obtaining a broad and in-depth understanding of the impact of public policies on the educational promotion of inclusive recreational spaces in the canton of Milagro, province of Guayas. The choice of a mixed approach was justified by the complex nature of the object of study, which required both the systematic measurement of perceptions and objective conditions, as well as the contextual interpretation of discourses and institutional practices. This methodological approach made it possible to articulate the generalization of results with the comprehensive analysis of the phenomenon in its real context, as recommended by Bisquerra (2009) and Hernández et al. (2014) for educational studies with social and normative components.

From the perspective of the type of research, the study was classified as non-experimental, since the variables were not deliberately manipulated but observed as they manifested in their natural context. In accordance with this approach, a cross-sectional design was adopted, as data collection was carried out at a single point in time, allowing the description and analysis of the state of public policies and their perceived impact within a specific period.

Regarding the level or scope of the research, the study combined a descriptive-correlational level with an explanatory component. The descriptive level made it possible to characterize existing public policies, the conditions of recreational spaces, and the perceptions of educational and community actors. The correlational level enabled the examination of relationships between the implementation of public policies and variables associated with accessibility, educational use, and inclusion of recreational spaces. Finally, the explanatory component sought to identify factors that contributed to understanding how and to what extent public policies influenced the educational promotion of these spaces. This methodological combination was aligned with the stated objectives and with the need to generate useful evidence for decision-making, in accordance with the methodological guidelines proposed by Hernández et al. (2014).

Participants

The study population consisted of actors directly or indirectly linked to education, recreation, and public space management in the canton of Milagro. Three population groups were considered: (a) teachers from public educational institutions at the basic and secondary levels, (b) administrators and technical staff linked to educational and municipal management, and (c) members of the community who use public recreational spaces.

The sample was selected through a non-probabilistic purposive sampling method, based on criteria of relevance and accessibility, which was consistent with the mixed-methods approach and the applied nature of the study. The decision to use this type of sampling was based on the need to include participants with direct knowledge of the educational use of recreational spaces and the implementation of public policies in the territory.

Table 1. Distribution of the sample by participant group.

Participant group	Frequency (n)	Percentage (%)
Basic and secondary education teachers	120	60.0
Administrators and technical staff (education/municipality)	30	15.0
Community members (users)	50	25.0
Total	200	100.0

Table 1. Distribution of the sample by participant group.

Participant group	Frequency (n)	Percentage (%)
Basic and secondary education teachers	120	60.0
Administrators and technical staff (education/municipality)	30	15.0
Community members (users)	50	25.0
Total	200	100.0

In order to ensure the relevance, validity, and quality of the collected information, differentiated inclusion and exclusion criteria were established for each group of participants considered in the study: teachers, institutional administrators and technical staff, and community members who use recreational spaces. The definition of these criteria ensured that participants had relevant experience and knowledge regarding the object of study.

Basic and Secondary Education Teachers

a. Inclusion criteria

• Being an active teacher in a public educational institution in the canton of Milagro.
• Having a minimum of two years of professional experience in the Ecuadorian education system.
• Developing or having developed educational activities linked to the use of recreational, sports, or leisure spaces, either within or outside the educational institution.
• Voluntarily agreeing to participate in the study by signing informed consent.
• Completing the data collection instrument in full.

b. Exclusion criteria

• Teachers with less than two years of professional experience.
• Teachers without an active link to educational institutions in the canton of Milagro during the data collection period.
• Participants who did not accept the ethical conditions of the study or withdrew their consent.
• Questionnaires with significant omissions or inconsistent responses that prevented analysis.

Institutional Administrators and Technical Staff (Educational and Municipal)

a. Inclusion criteria

• Holding managerial, technical, or administrative positions in educational institutions or municipal departments in the canton of Milagro.
• Having responsibilities related to education, recreation, sports, social inclusion, or public space planning.
• Having at least one year of experience in the position or function performed.
• Voluntarily agreeing to participate in semi-structured interviews, with prior informed consent.
• Possessing direct knowledge of public policies, programs, or projects related to recreational spaces and inclusion.

b. Exclusion criteria

• Institutional staff without direct involvement in educational, recreational, or territorial planning processes.
• Officials with less than one year of experience in the position.
• Participants who did not authorize the recording or use of information for academic purposes.
• Incomplete interviews or those with insufficient information for qualitative analysis.

Community Members Who Use Recreational Spaces

a. Inclusion criteria

• Permanently residing in the canton of Milagro.
• Regularly using public recreational spaces (parks, courts, squares, or others) in the canton.
• Being over 18 years of age at the time of data collection.
• Voluntarily agreeing to participate in the study and signing informed consent.
• Having the capacity to respond independently to the questionnaire administered.

b. Exclusion criteria

• Individuals not permanently residing in the canton of Milagro.
• Occasional or sporadic users of public recreational spaces.
• Minors.
• Incomplete questionnaires or responses that did not allow statistical processing.

Procedure

The research procedure was carried out in four clearly defined phases, ensuring the systematicity and replicability of the study.

Phase 1: Document review and instrument design. In the first stage, an exhaustive review of regulatory documents, local development plans, and scientific literature related to public policies, inclusive education, and recreational spaces was conducted. Based on this review, data collection instruments were designed, ensuring their coherence with the research objectives and study variables.

Phase 2: Instrument validation. Two main instruments were developed: (a) a structured questionnaire aimed at teachers and community members, and (b) a semi-structured interview guide aimed at administrators and technical staff. The questionnaire included dimensions related to accessibility, educational use, perception of inclusion, and the impact of public policies, using a five-point Likert scale. Content validity was established through expert judgment, with the participation of five specialists in inclusive education and public policies, who evaluated the clarity, relevance, and coherence of the items. Reliability was determined using Cronbach’s alpha coefficient, obtaining a value of α = 0.91, indicating high internal consistency.

The interview guide was also validated through expert judgment and allowed for a deeper interpretation of quantitative results, addressing aspects related to policy implementation, difficulties, and opportunities in the local context.

Phase 3: Data collection. The instruments were administered in person over an eight-week period. Questionnaires were applied in educational institutions and community spaces, with prior authorization from the relevant authorities and informed consent from participants. Interviews were conducted in institutional settings, recorded with prior authorization, and subsequently transcribed for analysis.

Phase 4: Organization and analysis of information. Quantitative data were coded and organized into a database, while qualitative information was systematized through categorization matrices. This process enabled the integration of results and ensured coherence across different levels of analysis.

Data Analysis

Data analysis was conducted in accordance with the research objectives and the adopted methodological approach. For quantitative data, descriptive and inferential statistical techniques were used. At the descriptive level, frequencies, percentages, means, and standard deviations were calculated to characterize participants’ perceptions regarding the impact of public policies on the educational promotion of inclusive recreational spaces. At the inferential level, correlation tests (Pearson’s coefficient) were applied to identify significant relationships between the implementation of public policies and variables such as accessibility, educational use, and perceived inclusion.

Qualitative analysis was carried out through thematic content analysis, following a process of open, axial, and selective coding. This procedure made it possible to identify emerging categories related to the effectiveness of public policies, implementation barriers, and opportunities for improvement in the context of the canton of Milagro. The triangulation of quantitative and qualitative data strengthened the internal validity of the study and allowed for a comprehensive interpretation of the results.

3. Results

This section presents the results obtained from the analysis of the data collected through the two instruments applied (structured questionnaire and semi-structured interviews) to the three samples considered: teachers, institutional administrators and technical staff, and members of the community who use recreational spaces in the canton of Milagro, province of Guayas.

Results related to specific objective 1: Identification of the regulatory framework and public policies related to inclusive recreation and education

The documentary analysis and the information provided by administrators and technical staff allow the identification of a regulatory framework that explicitly recognizes inclusive education and recreation as social rights. Participants indicate the existence of national policies and local ordinances aimed at accessibility, the use of public space, and the promotion of sports and recreation. However, the results show a perception of partial and heterogeneous implementation of these policies in the territory.

In the interviews, administrators and technical staff agree that current public policies establish general guidelines but present limitations in terms of operational mechanisms, monitoring, and evaluation at the local level. This perception is complemented by data from the questionnaire administered to teachers and community members, who identify a gap between regulations and the actual conditions of recreational spaces.

Table 2. Perception of the existence and application of inclusive public policies (n = 200).

Item evaluated	Mean	SD
Existence of public policies on inclusive recreation	3.98	0.71
Clarity of policies for the educational field	3.62	0.83
Effective application of policies in the canton of Milagro	3.14	0.92
Monitoring and evaluation of implementation	2.89	0.95

Table 2. Perception of the existence and application of inclusive public policies (n = 200).

Item evaluated	Mean	SD
Existence of public policies on inclusive recreation	3.98	0.71
Clarity of policies for the educational field	3.62	0.83
Effective application of policies in the canton of Milagro	3.14	0.92
Monitoring and evaluation of implementation	2.89	0.95

The results show that, although the existence of public policies is widely recognized, their effective application and monitoring mechanisms receive lower evaluations. This trend is consistent across the three participant groups, reinforcing the idea of a structural gap between normative design and territorial practice.

Results related to specific objective 2: Perception of educational and community actors regarding the effectiveness of public policies

The descriptive analysis of questionnaire responses allows the characterization of teachers’ and community members’ perceptions regarding the effectiveness of public policies in the educational promotion of inclusive recreational spaces. The results indicate a moderate evaluation of such effectiveness, with relevant differences depending on the type of participant.

Table 3. Perception of the effectiveness of public policies by participant group.

Participant group	Mean	SD
Teachers	3.21	0.84
Community members	3.05	0.88
Administrators and technical staff*	3.46	0.79

*Value obtained from the categorization of interviews.

Table 3. Perception of the effectiveness of public policies by participant group.

Participant group	Mean	SD
Teachers	3.21	0.84
Community members	3.05	0.88
Administrators and technical staff*	3.46	0.79

*Value obtained from the categorization of interviews.

Teachers indicate that public policies partially influence the educational use of recreational spaces, especially in relation to infrastructure and accessibility. However, they point out limitations in systematically integrating these spaces into pedagogical processes. Community members highlight specific improvements in some recreational spaces but state that not all meet inclusion criteria, particularly for people with disabilities and older adults.

Interviews with administrators and technical staff reinforce these findings by indicating that policy effectiveness largely depends on resource availability, inter-institutional coordination, and community participation. In this sense, the results show consistency between quantitative and qualitative data, without introducing subjective interpretations.

Results related to specific objective 3: Analysis of gaps and opportunities in the articulation between public policies and inclusive educational practices

The correlational analysis allows the examination of the relationship between the perception of policy implementation and variables associated with accessibility, educational use, and inclusion of recreational spaces. The results indicate positive and statistically significant relationships, showing that a higher perception of implementation is associated with better inclusion conditions.

Table 4. Correlations between public policy implementation and key variables.

Correlated variables	Pearson’s r	p
Policy implementation – Accessibility of spaces	0.62	< .01
Policy implementation – Educational use of spaces	0.58	< .01
Policy implementation – Perceived inclusion	0.65	< .01

Table 4. Correlations between public policy implementation and key variables.

Correlated variables	Pearson’s r	p
Policy implementation – Accessibility of spaces	0.62	< .01
Policy implementation – Educational use of spaces	0.58	< .01
Policy implementation – Perceived inclusion	0.65	< .01

These results show that the implementation of public policies is significantly related to the physical and functional accessibility of recreational spaces, as well as to their educational use and perceived inclusion. The magnitude of the correlations is interpreted as moderate to high, reinforcing the relevance of public policies as a structuring factor.

However, the descriptive analysis reveals the persistence of gaps in the articulation between policies and practices. In particular, limitations are identified in teacher training for the pedagogical use of recreational spaces and in the adaptation of these spaces to the needs of diverse populations.

Table 5. Identified gaps in the educational promotion of inclusive recreational spaces.

Evaluated dimension	Mean	Interpretation
Teacher training in inclusive recreation	2.97	Low
Adaptation of spaces to functional diversity	3.02	Moderately low
School–municipality articulation	3.18	Moderate
Community participation	3.34	Moderate

Table 5. Identified gaps in the educational promotion of inclusive recreational spaces.

Evaluated dimension	Mean	Interpretation
Teacher training in inclusive recreation	2.97	Low
Adaptation of spaces to functional diversity	3.02	Moderately low
School–municipality articulation	3.18	Moderate
Community participation	3.34	Moderate

The data show that teacher training constitutes one of the main gaps, followed by the adaptation of spaces to functional diversity. In contrast, community participation shows a slightly higher evaluation, which is interpreted as an opportunity to strengthen co-responsibility processes in the management of recreational spaces.

Integrated results from interviews with administrators and technical staff

The content analysis of the interviews allows the identification of recurring categories that complement and explain the quantitative results. The most frequent categories are: (a) limitations in financial and technical resources, (b) the need for greater inter-institutional articulation, and (c) the educational potential of recreational spaces not being fully utilized.

Administrators and technical staff indicate that there are local initiatives aimed at improving recreational spaces; however, these are not always designed from an inclusive educational perspective. They also highlight that the absence of specific evaluation indicators makes it difficult to measure the real impact of public policies in the educational field.

4. Discussion

The findings of this study allow for a comprehensive interpretation of the impact of public policies on the educational promotion of inclusive recreational spaces in the canton of Milagro, Guayas province, revealing significant regulatory advances as well as structural limitations in their territorial and educational implementation. Overall, the results confirm that the existence of public policies aimed at inclusion and recreation constitutes a necessary, but not sufficient, condition to ensure sustainable inclusive educational practices in recreational spaces, which is consistent with recent scientific literature.

The widespread recognition of the existence of inclusive public policies identified in the results is consistent with Núñez & Gaona (2021) and Torres (2025), who argue that the Ecuadorian legal framework explicitly incorporates principles of inclusion, equity, and accessibility. However, the moderate evaluation of their effective implementation observed in Milagro reveals a persistent gap between normative design and practical execution, a phenomenon also documented in other urban contexts in the country (Cobeña et al., 2025; Crespo & Verdugo, 2025). This gap is particularly relevant in the educational field, where the absence of clear operational mechanisms limits the translation of policies into concrete pedagogical practices.

The interpretation of these results suggests that public policies, although formally adequate, lack systematic articulation with the educational and community actors responsible for their daily implementation. This finding is consistent with Jiménez et al. (2024), who emphasize that public space management requires effective coordination among institutional levels and the active participation of local actors to achieve sustainable impacts. In the case of Milagro, the perception of insufficient monitoring and evaluation of policies reinforces the need to strengthen local governance systems.

Regarding the perception of the effectiveness of public policies, the results show moderate evaluations among both teachers and community members, while administrators and technical staff present a slightly higher assessment. This difference can be interpreted as a perception gap between those who design or manage policies and those who experience their direct effects in recreational and educational spaces. Previous studies show a similar trend, where managerial levels tend to positively assess regulatory advances, while end users identify limitations in accessibility and functionality (Gupta et al., 2025; Maldonado et al., 2025).

From an educational perspective, the moderate evaluation of the effectiveness of public policies in the pedagogical use of recreational spaces is consistent with Hinostroza et al. (2024) and Orosco et al. (2025), who indicate that inclusive recreational strategies often depend on isolated teacher initiatives rather than consolidated institutional guidelines. In this sense, the results of the present study confirm that the educational potential of recreational spaces in Milagro is not systematically utilized, which limits their contribution to educational inclusion.

The positive and significant correlations identified between the implementation of public policies and variables such as accessibility, educational use, and perceived inclusion provide relevant empirical evidence on the structuring role of public policies. These findings are consistent with Frolli et al. (2020) and Saini et al. (2024), who argue that inclusive environments require coherence among regulations, environmental design, and educational practices. In the case of Milagro, the results indicate that when policies are perceived as more effectively implemented, recreational spaces present better conditions for inclusion and educational use, reinforcing the importance of strengthening their effective application.

However, the persistence of gaps identified in teacher training and in the adaptation of spaces to functional diversity shows that the implementation of public policies is not evenly distributed across the different dimensions of inclusion. This finding is consistent with Saona et al. (2025) and Valdés et al. (2025), who highlight that inclusive recreation requires not only accessible infrastructure but also specific pedagogical competencies that enable the transformation of recreational spaces into meaningful educational environments. The limited teacher training identified in Milagro suggests that public policies have not sufficiently incorporated continuous training strategies focused on inclusive recreation.

Likewise, the partial adaptation of recreational spaces to functional diversity observed in the results is consistent with Maldonado et al. (2025), who show that physical and functional barriers persist even in contexts where accessibility regulations exist. This alignment reinforces the idea that accessibility should not be understood solely as a technical requirement, but as an integral component of educational and recreational planning. In the case of Milagro, the perception of moderately low accessibility indicates that public policies do not consistently guarantee truly inclusive environments for all individuals.

The articulation between schools and municipalities emerges as a key dimension in interpreting the results. The moderate evaluation of this articulation suggests that coordination efforts exist, but they do not reach a sufficient level of systematicity to generate sustainable impacts. This finding is consistent with Jiménez et al. (2025) and Rua et al. (2025), who emphasize the need for coherence between educational policies and territorial actions to achieve effective inclusion. In this sense, the study results confirm that the lack of inter-institutional articulation limits the educational potential of recreational spaces.

On the other hand, community participation shows a relatively higher evaluation compared to other dimensions, which can be interpreted as a strategic opportunity to strengthen the educational promotion of inclusive recreational spaces. This finding is consistent with Galarza et al. (2025), who highlight the role of the community in the social appropriation of recreational spaces and in the promotion of inclusion. In the context of Milagro, community participation constitutes a resource that could be enhanced through more participatory and context-sensitive public policies.

The qualitative analysis of interviews with administrators and technical staff reinforces these interpretations by identifying limitations in financial and technical resources, as well as the absence of specific evaluation indicators. These limitations are consistent with Crespo & Verdugo (2025), who argue that formal compliance with regulations does not guarantee inclusive functionality if not accompanied by evaluation and continuous improvement processes. In this regard, the results of this study provide contextualized evidence of the need to incorporate monitoring and evaluation systems that allow measuring the educational impact of public policies on recreational spaces.

Overall, the discussion of results allows for the conclusion that the impact of public policies on the educational promotion of inclusive recreational spaces in Milagro is characterized by partial implementation, with significant regulatory advances but weaknesses in the practical translation of these guidelines. This pattern is consistent with the reviewed national and international literature, which emphasizes the need for comprehensive approaches that integrate public policies, teacher training, territorial planning, and community participation (Clavijo & Bautista, 2020; Vela et al., 2025; Sturges et al., 2025).

From a theoretical perspective, the findings reinforce the relevance of approaches such as Universal Design for Learning and inclusive recreation as guiding frameworks for public and educational action. From an applied perspective, the results show that the effectiveness of public policies depends on their ability to generate real conditions of accessibility, educational use, and inclusion in specific local contexts. In this sense, the study contributes to expanding existing knowledge by providing localized empirical evidence that directly engages with the contributions of the twenty studies analyzed, strengthening the understanding of the phenomenon in the Ecuadorian context and, specifically, in the canton of Milagro.

5. Conclusions

The present study made it possible to systematically analyze the impact of public policies on the educational promotion of inclusive recreational spaces in the canton of Milagro, province of Guayas, fulfilling the general objective and the specific objectives derived from it. Based on the results obtained and their discussion, it was evidenced that the territory had a regulatory and policy framework that recognized inclusive education and recreation as fundamental rights; however, the implementation of these policies was partial and heterogeneous, which limited their real scope in the educational and community domains.

Regarding the first specific objective, it was concluded that existing national and local public policies established favorable guidelines for inclusion and recreation, but failed to consistently translate into operational and sustainable actions in the local context. The absence of systematic mechanisms for monitoring, evaluation, and territorial implementation weakened the expected impact of these policies, particularly in relation to the educational use of recreational spaces. This finding confirmed that the mere existence of regulations did not guarantee effective inclusive practices.

With respect to the second specific objective, the results showed that the perception of educational and community actors regarding the effectiveness of public policies was moderate. Teachers and community members identified specific improvements in infrastructure and access, but pointed out persistent limitations in the inclusive adaptation of spaces and their integration into pedagogical processes. Administrators and technical staff, although recognizing institutional efforts, agreed that policies did not achieve a sufficient level of impact due to constraints in resources, inter-institutional coordination, and strategic planning. These perceptions revealed a gap between policy management and the everyday experiences of users of recreational spaces.

Regarding the third specific objective, the analysis led to the conclusion that there were significant relationships between the perceived implementation of public policies and key variables such as accessibility, educational use, and inclusion of recreational spaces. However, structural gaps were also identified, particularly in teacher training for inclusive recreation and in the adaptation of spaces to functional diversity. These gaps limited the consolidation of recreational spaces as truly inclusive educational environments and highlighted the need for more comprehensive and articulated interventions.

Overall, the study concluded that public policies in the canton of Milagro contributed incipiently to the educational promotion of inclusive recreational spaces, but did not achieve a full or sustained impact. The research provided localized empirical evidence that allowed for understanding how public policies operated in a specific territorial context, representing a relevant contribution to the field of study, which has traditionally been approached from normative or sectoral perspectives. By integrating educational, community, and public management perspectives, the study expanded the understanding of the relationship between public policies, recreation, and educational inclusion.

Likewise, the results highlighted the importance of strengthening the articulation between the educational system and local governments, as well as incorporating teacher training processes focused on the inclusive pedagogical use of recreational spaces. In this regard, the study suggested that future public policies should prioritize comprehensive approaches that simultaneously consider infrastructure, training, community participation, and continuous evaluation of educational impact.

Finally, the research outlined clear directions for future studies. It recommended deepening longitudinal studies to assess the evolution of the impact of public policies over time, as well as expanding the analysis to other cantons or provinces in Ecuador to enable territorial comparisons. It also suggested incorporating participatory methodologies that more actively involve the community and students, in order to generate more comprehensive evidence on the educational and social use of inclusive recreational spaces. These projections reaffirmed the relevance of the study as a significant contribution to strengthening educational inclusion and recreation in local contexts.