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

Introduction: The educational promotion of inclusive recreational spaces remains a key challenge for public policies, particularly in contexts where gaps persist between regulation and implementation. Objective: This study analyzed the impact of public policies on the promotion of inclusive recreational spaces in the canton of Milagro, focusing on accessibility, pedagogical use, and social inclusion. Methodology: A mixed-methods approach was applied, with a non-experimental, cross-sectional, descriptive–correlational design and an explanatory component. The sample included teachers, administrators, technical staff, and community members. Data were collected through questionnaires and semi-structured interviews. Results: Findings showed a favorable regulatory framework but only partial local implementation. Significant positive relationships were identified between policy implementation and accessibility (r = 0.62, p < 0.01), educational use of recreational spaces (r = 0.58, p < 0.01), and perceived inclusion (r = 0.65, p < 0.01). Although the existence of inclusive public policies was highly recognized (M = 3.98, SD = 0.71), lower scores were observed for their effective application (M = 3.14, SD = 0.92) and monitoring mechanisms (M = 2.89, SD = 0.95). Gaps were also identified in teacher training for inclusive recreation (M = 2.97) and in the adaptation of recreational spaces to functional diversity (M = 3.02). Discussion: Results align with previous studies emphasizing the need to integrate public policies, education, and territorial planning. Conclusions: Strengthening policy implementation and coordination is essential to consolidate inclusive recreational spaces with sustainable educational impact.