Resumen

MUNOZ-PILOZO, Adriana Georgina; JIMENEZ-MEJIA, Flavio Jesús; VILLALVA-PILOZO, Angélica Melissa  y  MEDINA-CASTRO, Andrés Roberto. Pedagogical barriers of rural teachers in the teaching process: a systematic review. Cienciamatria [online]. 2025, vol.11, n.20, pp.173-190.  Epub 25-Abr-2025. ISSN 2542-3029.  https://doi.org/10.35381/cm.v11i20.1547.

The purpose of this research was to analyze the pedagogical barriers faced by teachers in the rural sector and their impact on teaching and learning. Methodologically, a qualitative approach was used through a systematic review of 16 articles, which was based on the PRISMA protocol. As a result, key challenges were identified such as the scarcity of didactic resources, limited teacher training in contextualized methodologies and lack of access to educational technology resources. Strategies implemented by teachers, such as the use of materials adapted to the context and the integration of local knowledge, were highlighted. However, the solution required a structural approach that included investment in infrastructure, teacher training and equitable access to technology. In conclusion, the research underlined the importance of designing specific educational policies for rural areas, promoting equity and educational quality.

Palabras clave : Rural education; teacher training; educational resources; digital divide.

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