Resumen

BOSQUEZ-MESTANZA, Jenny del Rocío; BOSQUEZ-MESTANZA, Angelita Leonor; CALLE-RUIZ, Carlos Alipio  y  BOSQUEZ-MESTANZA, Amanda Cecilia. Resilient pedagogy: teacher strategies against the digital divide in an Ecuadorian rural school. Episteme Koinonía [online]. 2026, vol.9, n.17, pp.378-397.  Epub 30-Jun-2026. ISSN 2665-0282.  https://doi.org/10.35381/e.k.v9i17.4942.

In rural schools in Ecuador, the digital divide deepens educational inequalities, making it essential to document teachers' resilience strategies. This case study aimed to analyze the main pedagogical strategies developed by the teaching staff at the "Jaime Roldós Aguilera" school to address the lack of connectivity. Using a sequential mixed methodology, including surveys, interviews, and observation, a severe access gap was confirmed, and an ecosystem of adaptive strategies was identified: physical distribution of content via USB, pedagogical use of messaging applications, collaborative resource management, and design of hybrid activities. It is concluded that, although these innovative practices sustain teaching, they generate work overload. Therefore, a dual policy approach is required, combining urgent investment in infrastructure with the recognition and strengthening of local pedagogical innovation.

Palabras clave : Digital divide; rural education; educational innovation; educational policy; teaching methods..

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