Management of digital inclusion policies in Latin American schools: A review systematic

Bravo Jara E.; Esteban Rivera E.R. · Revista Venezolana de Gerencia (2026) · DOI: 10.52080/rvgluz.31.114.8

Resumen

Digital inclusion has become a strategic focus for promoting equity and quality in education in Latin America; however, questions remain regarding the effectiveness and management of implemented policies. This article aims to conduct a systematic literature review on the management of digital inclusion policies in Latin American schools. An interpretive paradigm, a qualitative methodological perspective, and a systematic review method were adopted, following the PRISMA guidelines. The search was conducted in the Scopus, SciELO, and EBSCO databases, and 30 articles published between 2015 and 2025 were selected for analysis. The results show that policies have expanded access to devices and connectivity; however, their impact on educational equity is limited due to structural inequalities, infrastructure deficiencies, insufficient teacher training, and evaluations primarily focused on access indicators. It is concluded that digital inclusion requires comprehensive management approaches that articulate technological access, teacher training, pedagogical use of ICTs, and evaluation systems oriented towards sustainability and educational justice.

Instituciones: Universidad Nacional Hermilio Valdizán