Technological Scenarios for Educational Inclusion: Digital Gaps in Colombia and Guatemala

• Published in: RGSA : Revista de Gestão Social e Ambiental 2024-09, Vol.18 (10), p.e08159
• Main Authors: Santos, Alba Ruth Pinto, López, Ana María Saavedra, Velásquez, Olga Lucia Agudelo
• Format: Article
• Language: Spanish
• ISSN: 1981-982X; 1981-982X
• DOI: 10.24857/rgsa.v18n10-079

Objective: The purpose of this study is to characterize and compare the main technological scenarios for digital inclusion in educational institutions in Colombia and Guatemala.   Method: The methodological approach of the study was empirical-analytical, with a non-experimental, cross-sectional descriptive design. A non-probabilistic sample of 469 Educational Institutions from the countries under study was used. The data collection instrument was a questionnaire titled "Characterization of ICT Scenarios," which was previously validated by 8 experts.   Results and Discussion: Among the main results of the study are the digital gaps detected between rural and urban areas, the limited availability of technological equipment and internet connectivity, and the lack of training for their use in educational inclusion processes.   Research Implications: This study helps to understand that both countries face similar challenges in optimizing technological scenarios in educational institutions and the need to implement specific policies and strategies to improve access to technology to promote digital inclusion processes.   Originality/Value: The importance of this research is manifested in the comparative presentation of digital gaps in terms of accessibility, connectivity, and use of digital technology in educational institutions in two Latin American countries. Objective: The purpose of this study is to characterize and compare the main technological scenarios for digital inclusion in educational institutions in Colombia and Guatemala.   Method: The methodological approach of the study was empirical-analytical, with a non-experimental, cross-sectional descriptive design. A non-probabilistic sample of 469 Educational Institutions from the countries under study was used. The data collection instrument was a questionnaire titled "Characterization of ICT Scenarios," which was previously validated by 8 experts.   Results and Discussion: Among the main results of the study are the digital gaps detected between rural and urban areas, the limited availability of technological equipment and internet connectivity, and the lack of training for their use in educational inclusion processes.   Research Implications: This study helps to understand that both countries face similar challenges in optimizing technological scenarios in educational institutions and the need to implement specific policies and strategies to improve access to technology to promote digital inclusion proc