Digital Transformation and Artificial Intelligence in Rural Education in Latin America: Meaningful Connectivity, Teacher Digital Competencies, and Territorial Development
DOI:
https://doi.org/10.70577/cieninter.v4i3.110Keywords:
rural education; digital transformation; artificial intelligence; teacher digital competence; digital divide; territorial development.Abstract
The digital transformation of rural education in Latin America requires more than isolated device provision or wider network coverage. Persistent territorial inequalities, the expansion of artificial intelligence, and educational recovery needs demand an approach that connects meaningful connectivity, teacher capacity, sociocultural relevance, governance, and sustainability. This article critically examines these dimensions and proposes guidelines for rural education systems across the region. An integrative review with a systematized search procedure was conducted with a cut-off date of 6 August 2026, based on 50 academic publications and institutional documents retrieved from scientific repositories and international organizations. The findings show that the rural digital divide includes access, quality, affordability, continuity, competencies, safety, and the capacity to produce knowledge. Artificial intelligence also requires critical literacy, data protection, human oversight, and context-sensitive teacher education. The article proposes the 5C Model: meaningful connectivity, digital and AI competencies, pedagogical contextualization, community and interculturality, and ethical and sustainable continuity. Technology becomes educationally relevant when it strengthens learning, teacher agency, community identity, and capacities for territorial development.
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Copyright (c) 2026 Oscar Antonio Martínez Molina , Richard Antonio Martínez Villegas, Odalys Fraga Luque , Ana Mari Pimentel Garriga, Nancy Isabel Uyaguari Fernández
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