Access to didactic resources in rural areas: strategies to improve educational quality

Abstract

This study analyzes the pedagogical strategies implemented by rural teachers to address the shortage of teaching and technological resources, and their impact on educational quality in rural contexts of Ecuador. The research was carried out in two institutions in El Empalme, Guayas province, under a qualitative descriptive approach that allowed understanding experiences from the perspective of educational actors. Purposeful sampling selected nine teachers and two principals with more than three years of experience in rural areas. Data was collected through semi-structured interviews, direct classroom observations, and documentary analysis of lesson plans and school records, applying methodological triangulation to enhance credibility. Findings show that the lack of resources limits methodological diversity and fosters improvised practices; however, teachers develop creative and context-based strategies such as using local resources, adapting active methodologies, and producing their own materials. These actions represent potential for building more equitable educational models. An improvement plan is proposed based on progressive resource provision, ongoing training, local teaching networks, and participatory monitoring.