Hybrid learning strategies to improve educational equity in rural areas

Abstract

The article addresses the persistent educational inequality between urban and rural areas in Latin America, aggravated by infrastructural and technological limitations that hinder the implementation of inclusive pedagogical models. It focuses on analyzing, through an exploratory and narrative literature review, hybrid learning strategies that combine face-to-face and virtual modalities to improve educational equity in rural contexts. The rigorous selection of studies made it possible to identify key factors for effective implementation, such as technological infrastructure, teaching skills and contextualized pedagogical strategies. The results show that, despite barriers such as low connectivity, scarcity of devices and lack of teacher training, hybrid learning can increase school access and retention, as well as reduce gaps in academic performance by offering flexibility, personalization and adapted active methodologies. However, its success depends on comprehensive public policies, investment in infrastructure, continuous teacher training and close articulation with rural communities. In conclusion, hybrid learning is a promising tool for rural educational justice, provided that its implementation is contextualized, sustained and accompanied by measures that guarantee digital and pedagogical equity.