Virtual education and inclusion in intercultural communities: a phenomenological approach to the SDG

Vilca Ramos P.N.; Bendezu Ureta R.Y.; Canahuire Vera W.P.; Canahuire Huamani F.M. · Clio. Revista de Historia, Ciencias Humanas y Pensamiento Critico. (2026) · DOI: 10.5281/zenodo.18763009

Resumen

From a social studies perspective in education, this research explores the experiences of students, teachers, and administrative staff in Peruvian intercultural communities within online higher education, analyzing their perceptions of inclusion and equity from an interpretive phenomenological approach. Using Interpretive Phenomenological Analysis (IPA), semi-structured interviews were conducted with 10 participants (6 students, 2 teachers, and 2 administrative staff) from a teacher training college in Cusco. The data were analyzed using atlas.ti, identifying four emerging categories: access and the digital divide, cultural inclusion and identity recognition, pedagogical interaction and institutional support, and resilience and transformative agency. The results reveal that, while online learning allows for the continuity of students' educational activities, it produces certain inequalities in the technological sphere, an invisibility of cultural aspects, and ultimately, institutional weaknesses that impact a sense of belonging and the quality of education. For some students, gaps exist regarding connectivity and linguistic exclusion; teachers are overworked, and administrative staff perceive operational fragmentation. The research provides robust, localized empirical evidence that justifies institutional policies for technological equity, teacher training to address intercultural issues, and contextualized pedagogical redesign, supporting the achievement of SDGs 4 and 10.

Instituciones: Universidad Nacional de San Antonio Abad del Cusco; Universidad Nacional del Altiplano; Universidad para el Desarrollo Andino