Impact of COVID-19 on rural education: the case of Tilipulo and its regional connection

Abstract

The COVID-19 pandemic generated a forced transition to virtual education in Ecuador and Latin America, revealing structural inequalities in the region. In Tilipulo, a rural community in Ecuador, students faced barriers such as lack of internet access, technological devices and training in the use of digital platforms. Only 37% of Ecuadorian households had connectivity, a figure that dropped to 16% in rural areas, a common problem in countries such as Peru, Bolivia, Mexico and Brazil, where school dropout rates have risen sharply.
Although initiatives such as the COVID-19 Educational Plan in Ecuador attempted to mitigate these difficulties, they were limited in scope. Many teachers resorted to improvised solutions, such as telephone calls, to maintain contact with their students, highlighting the inequality in access to educational resources. In the regional context, countries such as Chile and Uruguay stood out for their technological infrastructure, while others implemented measures such as printed guides and radio programs.
In 2021, the hybrid model of education emerged as a viable alternative, combining face-to-face and virtual classes. However, this approach required significant investments in infrastructure and training. The experience highlighted the urgency of policies that ensure inclusive and equitable education, addressing digital and socioeconomic divides.
Despite the challenges, the pandemic spurred technological innovations that could transform education systems. E-learning revealed both strengths and weaknesses, highlighting the need for collaboration between governments, communities and educational institutions to build a resilient and sustainable system