Digital Rural Education: Bridging the Gap in Latin America

Educación Rural Digital: Superando la Brecha en América Latina

Abstract

This document delves into the problem of the digital divide affecting rural education in Latin America, a phenomenon that transcends mere technological access to constitute an expression of historically rooted structural inequalities. The inquiry is grounded in recent research that demonstrates how the lack of connectivity, insufficient teacher training in digital competencies, and the absence of contextualized content perpetuate educational exclusion in rural settings. Torres, Peñaherrera, Gaibor and Castro (2024); documented that only 40% of Ecuadorian rural teachers received technological training, while Oyarce, Silva and Abanto (2022); and Bonilla and Muñoz (2022); confirmed the failure of remote education strategies during the pandemic. Furthermore, Romualdo (2022); revealed the urban bias in available digital resources, whereas Santos (2024); and Anaya, Montalvo, Calderón and Arispe (2021); proposed alternatives such as offline technologies and strengthening the teacher's role as a mediator. It is concluded that overcoming this divide requires comprehensive policies that integrate infrastructure, teacher training, and cultural relevance.