Exploring the Interplay of Diverse Factors on Teaching Approaches: A Structural Equation Modeling Analysis from a Latin American University

University faculty play a crucial role in shaping pedagogical outcomes through their teaching approaches (TA). Despite extensive research on teaching methodologies, most studies have predominantly focused on European or Anglo-Saxon universities, with minimal representation from Latin American contexts. This study addresses this gap by exploring the influences on teaching approaches among faculty members (n = 385) in Ecuador, highlighting significant differences between the “hard” and “soft” sciences. Using structural equation modeling to analyze responses from an online survey, the researchers found that professional development influences teaching approaches more than pedagogical training. Furthermore, findings indicated that educational background and area of specialization are critical in determining teaching approaches, with correlations observed among age, gender, and campus locations. This study analyzes the interrelationship of multiple demographic and pedagogical variables, offering a comprehensive understanding of their combined impact on teaching approaches—a feature often lacking in prior research. The results suggest a predominant alignment with student-centered teaching approaches, advocating for educational policies that accommodate students’ diverse needs and contexts. While the insights are context-specific, they underscore the potential for broader implications in academic practices and policy formulation in similar settings.