2692-4048ISSN (Online)
2770-0070ISSN (Print)
Volume 12 , Issue 1 , PP: 95-107, 2023 | Cite this article as | XML | Html | PDF | Full Length Article
Byron Javier C. Lema 1 * , Iyo Alexis Cruz Piza 2 , María Elena I. Miranda 3 , Bekimbetova Gulnora 4
Doi: https://doi.org/10.54216/FPA.120106
The present study aims to analyze the situation of educational inequality in Ecuadorian rural students during the study period, by identifying the barriers and factors that affect their access to equitable and quality education. The results showed a marked digital educational gap between rural and urban students, aggravated by the lack of access to technological resources and connectivity in rural areas. The transition to virtual education during the pandemic exacerbated these inequalities, making it difficult for rural students to learn and limiting their integration into the education system. In conclusion, the need to implement comprehensive public policies to address these inequalities and promote educational equity is highlighted, considering the evaluations and weightings carried out through the MULTIMOORA method. For this, an investment in educational infrastructure, the provision of devices, and teacher training in educational technologies are required to improve access to quality education in rural areas. With this, the path towards a fairer and more inclusive future for all Ecuadorians is sought.
Educational inequality , rural students, Ecuador , technological resources , equitable education.
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