Abstract
Based on a non-experimental, cross-sectional design, the learning styles of Ecuadorian military aviation officers were determined using Kolb's theory. The Kolb Learning Style Inventory (KLSI) psychometric questionnaire was used, which assesses four dimensions: Concrete Experience (CE), Reflective Observation (RO), Abstract Conceptualization (AC), and Active Experimentation (AE), and considers four learning styles (Convergent, Divergent, Assimilator, and Accommodator). The sample consisted of 97 active officers: Grade 1-Lieutenant (n=37), Grade 2-Captain (n=27), Grade 3-Major (n=9), and Grade 4-Lieutenant Colonel (n=24). Descriptives were calculated, and an Analysis of Variance (ANOVA) was performed. A strong predominance of the Convergent style was identified, along with an orientation that emphasizes CA and EA, consistent with the technical and operational demands of officers. The other styles—Accommodator (11.34%), Divergent (10.31%), and Assimilator (6.19%)—were much less frequent among the aviation officers studied. No significant differences were observed by rank. The absence of these differences suggests consistent learning patterns throughout the hierarchical progression in military aviation. The styles described suggest variations in learning preferences, which may have practical implications for educational curriculum design, especially at the microcurriculum level