Pedagogical strategies and emerging technologies: impact on literacy and academic performance in rural students from Loja, Ecuador

Abstract

This study analyzes the impact of active pedagogical strategies and emerging technologies on the development of literacy skills and academic performance among middle, upper basic, and high school students in a rural area of Loja, Ecuador. Using a mixed-methods approach, diagnostic tests, structured surveys, and academic record reviews were applied to a sample of 60 students, 6 teachers, and 2 administrators. Quantitative results show that over 50% of students scored at basic or insufficient reading comprehension levels, revealing a persistent gap in rural literacy achievement. However, a significant positive correlation was found between favorable student perception of educational technology and academic performance in Language and Literature, supporting the hypothesis that digital tools can enhance essential skills. Qualitative findings reinforce this pattern, emphasizing benefits such as increased motivation, timely feedback, and broader access to digital content. Despite structural limitations—such as poor internet connectivity and insufficient teacher training in ICT—the findings support the transformative potential of a contextually grounded technology integration in rural educational environments. The study concludes that the effectiveness of this integration depends on inclusive public policies, reliable infrastructure, active pedagogical strategies, and sustained teacher development.