Information Literacy in
Rural Telebachillerato Schools: Challenges and
Opportunities in Huitiupán, Chiapas
Alfabetización
informacional en el telebachillerato rural: Retos y oportunidades en Huitiupán,
Chiapas
Giselle Paulina Domínguez Pérez*
Diana Lizbeth Ruiz Rincón*
Francisco Javier González Rivas
Moisés Emmanuel Trujillo Zozaya*
ABSTRACT
Information
literacy is a fundamental competency for education regarding the access,
evaluation, and ethical use of information in the digital society. In rural
contexts, this process faces challenges related to technology access,
connectivity, and training opportunities. The aim of this study was to analyze
the information literacy level of students at a *Telebachillerato*
(distance high school) in the municipality of Huitiupán,
Chiapas, Mexico, identifying key challenges and opportunities for strengthening
these skills. A mixed-methods study was conducted using a descriptive approach
and a non-experimental, cross-sectional design. Sixty-three students
participated, completing a structured questionnaire covering six dimensions:
technological access and availability, basic ICT skills, information
competencies, educational use of technology, digital security and citizenship,
and self-assessment of digital competencies. Additionally, six semi-structured
interviews and an observation guide were used to complement and triangulate the
data. The results show that, while most students have smartphones and home
internet access, persistent limitations in the school's technological
infrastructure restrict the pedagogical use of ICT. Furthermore, the study found
that students possess basic digital skills and use technology for academic
purposes; however, they need to strengthen competencies related to searching
for, evaluating, and ethically using information. It is concluded that
developing digital competencies is a necessary but insufficient condition for
fostering information literacy; therefore, it is essential to promote
institutional strategies aimed at strengthening these competencies in rural
Telebachilleratos.
Keywords
Digital competencies, Rural education, Information
literacy, Telebachillerato
RESUMEN
Information literacy is a
fundamental competency for education regarding the access, evaluation, and
ethical use of information in the digital society. In rural
contexts, this process faces challenges related to technology access,
connectivity, and training opportunities. The aim of this study was to analyze
the information literacy level of students at a *Telebachillerato*
(distance high school) in the municipality of Huitiupán,
Chiapas, Mexico, identifying key challenges and opportunities for strengthening
these skills. A mixed-methods study was conducted using a descriptive approach
and a non-experimental, cross-sectional design. Sixty-three students
participated, completing a structured questionnaire covering six dimensions:
technological access and availability, basic ICT skills, information
competencies, educational use of technology, digital security and citizenship,
and self-assessment of digital competencies. Additionally, six semi-structured
interviews and an observation guide were used to complement and triangulate the
data. The results show that, while most students have smartphones and home
internet access, persistent limitations in the school's technological
infrastructure restrict the pedagogical use of ICT. Furthermore, the study found
that students possess basic digital skills and use technology for academic
purposes; however, they need to strengthen competencies related to searching
for, evaluating, and ethically using information. It is concluded that
developing digital competencies is a necessary but insufficient condition for
fostering information literacy; therefore, it is essential to promote
institutional strategies aimed at strengthening these competencies in rural Telebachilleratos.
Palabras clave Competencias digitales, Educación
rural, Alfabetización informacional, Telebachillerato
INTRODUCTION
The development of Information and Communication
Technologies (ICT) has transformed the way people access, produce, share, and
use information. In this regard, information literacy has taken on a strategic
role within educational systems, as it constitutes a set of competencies that
enable individuals to identify information needs, locate relevant sources,
critically evaluate their quality, use information ethically, and communicate
it effectively for problem-solving and knowledge-building. Beyond the instrumental
mastery of technologies, information literacy involves the development of
critical thinking and the ability to participate responsibly in a society
characterized by an overabundance of information and the constant
transformation of digital environments.
These competencies in the educational sphere are
particularly relevant for upper secondary education, a level at which students
are expected to develop skills that foster independent learning, the
continuation of their studies, and active participation in various social and
work contexts. In Mexico, the Common Curriculum Framework for Upper Secondary
Education recognizes digital literacy as a fundamental sociocognitive resource
for the comprehensive development of students, promoting the critical, ethical,
and responsible use of digital technologies in learning processes. However,
achieving these goals faces significant challenges, especially in institutions
located in rural areas, where conditions regarding technological
infrastructure, connectivity, and access to digital resources remain unequal.
The Telebachillerato program in the municipality of
Huitiupán, Chiapas, is an example of this reality. Although most students have
mobile devices and internet access outside of school, the institution’s
technological infrastructure has limitations that restrict opportunities to
strengthen information literacy through educational practice. Given this
scenario, it is important to analyze not only access to technologies but also
the skills students possess to use them critically, responsibly, and for academic
purposes.
In this regard, the objective of this study was to analyze
the level of information literacy among students at a Telebachillerato in the
municipality of Huitiupán, Chiapas, identifying the main challenges and
opportunities for strengthening it. To this end, a mixed-methods study was
conducted that integrated quantitative and qualitative data on technological
access and availability, basic ICT skills, information competencies, the
educational use of technology, digital safety and citizenship, as well as
students’ self-assessment of their digital competencies. The results are
expected to contribute to an understanding of the conditions that foster or
limit the development of information literacy in rural contexts and to provide
evidence for the design of educational strategies aimed at strengthening these
competencies in upper secondary education.
Literature Review
Information Literacy (ALFIN)
In the second decade of the 21st century, the concept
of a “cultured,” “educated,” or “well-rounded” person has transcended the realm
of simple traditional literacy based primarily on physical media. The creation,
transmission, and communication of knowledge have undergone a radical
transformation, as Jean-François Lyotard (1979) points out in his report on
knowledge.
After more than four decades of globalization in the
industrial, economic, regional, symbolic, educational, and even philosophical
spheres, printed books, magazines, newspapers, and “traditional” mass media
have ceded ground in all areas to the dominance of the digital age. The
so-called transition from “graphic reason” (based on the linearity of printed
text) to “digital reason” (articulated through information and communication
networks) (Area Moreira, M., et al. 2012) has redefined power
structures and spaces of sociability, as well as the spheres of formal and
informal learning at all levels.
In this context of learning mediated by cybernetic
networks and computational processes, information literacy should not be
understood solely as technical training in the use and management of equipment
and infrastructure or digital hardware, but rather as a complex process of
acquiring socio-cognitive and ethical skills that enable individuals to
participate fully in the knowledge society. (UNESCO, 2005).
Information and Communication Technologies (ICT) have
significantly transformed social, cultural, and educational spheres; they have
changed the ways in which people access, produce, and share information. This
has led to information overload through the constant use of digital devices,
which requires the development of competencies and skills that enable effective
information management. The United Nations Educational, Scientific and Cultural
Organization (UNESCO, 2019), cited in Hernández-Campillo, Veranes Gálvez, and
Arias Hidalgo (2023), defines “information literacy” as “the competencies
needed to improve access to, search for, critically evaluate, store, and
communicate information” (p. 10).
Access to information empowers society and facilitates
professional and lifelong learning; therefore, its application in the
educational sphere is relevant in light of the 2030 Education Agenda, which
aims to advance Sustainable Development Goal 4—to “ensure inclusive and
equitable quality education and promote lifelong learning opportunities for
all” (UNESCO, 2021, p. 34).
For their part, Alinoet, López, and Aguilar (2025)
define information literacy “as an educational process that develops
(information-related) knowledge, skills, and behaviors for the efficient
management of information and knowledge” (p. 6).
The Digital Divide and Connectivity in Rural Areas
With the advent of the age of computing and
telecommunications in the 19th century, and the rise of ICT as a central
element of this era, humanity has had to integrate these tools into its daily
activities; however, it is important to note that access to these tools is not
equitable, creating what is known as the digital divide, which “encompasses
political, economic, and social aspects, and is closely linked to structural
problems in global society such as poverty, exclusion, unemployment, job
insecurity, and inequality in the distribution of wealth” (Gómez Navarro et
al., 2018, p. 48).
This is significant because, in a knowledge society,
the creation of new innovations is sought, which becomes a source of wealth and
social well-being (Quintanilla, 2007); however, within these knowledge
societies, new forms of inequality emerge, mediated by information
technologies. In this regard, Fueyo Gutiérrez, et al., (2018) note
that:
Overcoming the digital divide in education is not a
matter that can be resolved simply by providing citizens with access to
state-of-the-art technologies (first-order divide), nor even by training them
in instrumental digital skills (second-order divide). It is something more
complex than all of this; it has to do with what certain authors have
identified as the “third digital divide,” referring to complex uses and
operations, the ability to navigate different platforms, and to make the most
of the possibilities of digital culture by contrasting rich and relevant uses
with poor and restricted ones. (p. 66)
It is therefore important, when discussing digital
literacy, to mention the factors that contribute to the digital divide, such as
access “to the internet and the devices used to access it—not only in terms of
ownership and its economic implications, but also in terms of the limitations
people face in accessing basic services” (García Ávila, 2017, p. 68)—aspects
that create divisions and disparities among social groups.
The Rural Telebachillerato Model in Chiapas
The Chiapas State Telebachillerato aims to provide
upper secondary education to students in rural and hard-to-reach communities,
expanding educational opportunities in different regions of the state (Chiapas
State Telebachillerato, n.d.). It has 125 campuses located in 69
municipalities, and an enrollment of 10,369 students. With a 32-year history of
service, it emerged in the context of the 1994 Zapatista armed uprising, amid
social, political, and cultural uncertainty, with the aim of addressing situations
where there was no access to upper secondary education (Grajales González,
2024).
Adapted from the Telebachillerato program of the state
of Veracruz, this educational model was implemented in Chiapas and currently
operates under the Common Curriculum Framework for Upper Secondary Education
(MCCEMS) to serve young people through areas of study such as Chemical and
Pharmaceutical Biology, Mathematical Physics, and Humanities and Social
Sciences. As an educational strategy, the program implements a cross-curricular
approach, which involves integrating educational content across all subjects to
foster meaningful interconnections among them: Language and Communication;
Mathematical Thinking; Natural, Experimental, and Technological Sciences;
Social Sciences; Historical Awareness; Philosophical Thinking and the
Humanities; and Digital Culture and English (Ministry of Public Education,
2025).
Among the various updates to this educational level,
the subject of computer science has been transformed into “Digital Culture,”
defined as “a sociocognitive resource that encourages students to think about
and reflect on the applications and effects of technology, as well as the
ability to adapt to the diversity and variability of students’ contexts and
circumstances” (General Directorate of High School Education [DGB], 2023, p. 3)
The General Directorate of High School Education
(2023) states that the purpose of this sociocognitive resource is to ensure
that:
enable students to use Information and Communication
Technologies, Digital Knowledge, and Digital Learning (TICCAD), among other
resources, to select, process, analyze, and systematize information within a
regulatory and security framework, and to promote the responsible use of these
resources in their surrounding environment. (p. 3)
In this regard, the research was conducted at
Telebachillerato No. 13 “Daniel Cosío Villegas” in the municipality of
Huitiupán, located in northern Chiapas, whose history is marked by agrarian
resistance and the struggle for land. However, sociodemographic indicators
point to a situation of systematic social exclusion. To understand information
literacy in Huitiupán, it is necessary to understand the state of traditional
literacy and educational backwardness. Likewise, the report *Sociodemographic
Panorama of Chiapas: 2020 Population and Housing Census* indicates that 44.4%
of the population suffers from educational backwardness. Some 74.8% of people
over the age of 15 have not completed basic education, and the illiteracy rate
stood at 27.5%. In a municipality where the average years of schooling is just
4.9 years (compared to 6.7 statewide), the ability to assimilate, analyze, and
reconstruct information in digital environments is severely limited (INEGI,
2021); in this sense, digital exclusion begins at the most basic level; The
most recent data from the 2020 Population and Housing Census further highlight
this reality: only 3.6% of households have Internet access, and barely 1.9% own
a computer, laptop, or tablet. This massive lack of technological infrastructure
places the vast majority of the population in a state of “technological
isolation” that hinders the development of an effective digital citizenry.
Therefore, this research addresses the digital divides
that translate into cognitive divides and lead to social injustices. Under this
paradigm, digital literacy is both a right and a necessity for citizens to
critically engage with their environment and reshape culture in an emancipatory
way. Consequently, bridging the digital divide in Huitiupán involves not only
providing equipment but also fostering an “emancipatory educational praxis”
(Freire, 2022)
The importance of information and digital literacy in
this context lies in its potential as a tool for community empowerment and
civic organization, in an environment marked by extreme poverty and isolation,
access to digital knowledge is a fundamental pillar for organized civic
engagement that ensures the survival of indigenous knowledge and enables access
to social justice through participatory citizens educated in ethical and
community values.
MATERIALS
AND METHODS
To identify the challenges and opportunities in the Telebachillerato program in Huitiupán,
Chiapas, a methodological approach was designed that was tailored to the
characteristics of the community setting. The research was conducted using a
mixed-methods approach with a descriptive scope and a non-experimental,
cross-sectional design, since the study variables were not manipulated and data
collection took place at a single point in time during the 2025–2026 school
year, Semester B. Data were collected by administering questionnaires in person
to students who attended the school on the day scheduled for fieldwork. As a
result, 63 questionnaires were collected, and six interviews were conducted.
Three instruments were used for data collection: two aimed at students,
designed to understand their perceptions and experiences, and one focused on
observing the campus’s infrastructure and technological conditions.
Instrument 1.— Student Questionnaire: A
structured questionnaire was designed to identify the level of access to
technological resources, digital competencies, and information literacy, as
well as the use of digital technologies. The instrument includes
sociodemographic data such as age, gender, semester, city of origin, and
availability of devices and internet access; it consists of a total of 33
questions using a five-point Likert scale (“very often,” “often,”
“occasionally,” “rarely,” and “never”), grouped into six dimensions: 1)
technological access and availability, 2) basic ICT skills, 3) information
literacy, 4) educational use of technology, 5) digital safety and citizenship,
and 6) self-assessment of digital competencies, allowing for an evaluation of
students’ digital competencies and conditions of technological access.
Among the questions asked are: “At school, I have
access to computers,” “I can easily use mobile apps for school activities,” “I
compare information from different websites before using it in my school
assignments,” “I use educational platforms or apps to study and learn,” “I know
how to identify risks or dangers on social media and the internet,” and “I
believe I have sufficient technological skills for my studies.”
Instrument 2.— Semi-structured interview guide:
To gather more in-depth information, an interview was conducted with two
students from each semester (second, fourth, and sixth) selected from each
active group in that semester—in this case, Groups A and B from each semester;
the guide consisted of nine thematic sections: 1) use of and experiences with
digital technologies, 2) information literacy, 3) digital competencies, 4)
technological barriers, 5) the influence of technology on learning, 6)
educational context and institutional support, 7) challenges and tensions in
the use of digital technologies, 8) training needs, and 9) personal and future
perspectives.
The trigger questions for the interview were: “What
types of technological devices do you use at school, and how do they support
you in your academic activities?”, “When you need to look up information for an
assignment or research project, how do you conduct your search, and how do you
decide if the information is reliable?”, “What technological tools or websites
do you find most useful for your schoolwork?”, “Have you used artificial
intelligence tools for your schoolwork?”, “What was that experience like?”,
“What are the main difficulties or limitations you face when using digital
tools in your education?”, “How do you think technology influences your
learning and academic performance?”, “Do you think the use of digital
technologies has improved, worsened, or had no effect on your academic
performance?” “Why?” “What is your opinion on the use of digital technologies
in school activities and in teachers’ instruction?” “Does the use of digital
technologies make your learning easier or more difficult?” “Why?” “Have you had
any negative or problematic experiences related to the use of digital
technologies in your studies or at school?”, “What were they like?”, “What
digital skills would you like to learn or strengthen to improve your studies?”,
and, if applicable, “Do you think digital skills are important for your
academic or professional future?”, “Why?”
Within these questions, guiding aspects were
considered to allow for a deeper exploration of the topics, including: the use
of artificial intelligence, connectivity limitations, search strategies,
content comprehension, teacher training, cyberbullying, areas for improvement,
and educational continuity, among others.
Instrument 3.—Observation Guide: To supplement the
information provided through the previous instruments, a checklist-style
observation guide was used to document the conditions of the school’s
technological environment. Through 24 indicators evaluated on a three-category
scale (yes, no, and partially), as well as a section for qualitative
observations; the indicators were organized into four dimensions: 1)
Institutional technological infrastructure, 2) Use of ICT in the classroom, 3)
Accessibility and technological context, 4) Qualitative observations—the latter
focused on documenting strengths, limitations, and recommendations derived from
direct observation.
Some of the indicators included in the instrument are:
“The school has internet service,” “The responsible use of digital technologies
is promoted,” “Students show interest in technology-mediated activities,” and
“Main limitations observed.”
RESULTS
To analyze the collected data, Google Forms was
used to consolidate the information gathered from the paper-based questionnaire
administered at the distance learning high school, thereby facilitating the
analysis of the data obtained.
Of the 63 questionnaires administered to students at Telebachillerato No. 13 “Daniel Cosio Villegas,” it was
found that the largest percentage of participants were 17-year-old students,
who accounted for 44.4% (28). In second place were 16-year-old students,
accounting for 31.7% (20), followed by 15-year-old students at 15.9% (10), and
finally, 18-year-old students, who made up 7.9% (5) of the sample.
Regarding gender distribution, the sample consisted of
54% men (34), 44.4% women (28), and 1.6% who preferred not to answer (1). In
terms of the semester they were enrolled in, 39.7% were in their fourth
semester (25), 33.3% in their sixth semester (21), and 27% in their second
semester (17), which ensured representation from all three semesters at the
institution.
Regarding the sociodemographic characteristics of the
student population, students were asked about their place of origin. The
results show that the majority come from the municipal seat of Huitiupán, accounting for 63.5% (40), followed by Santa
Catarina las Palmas with 11.1% (7) and San Pedro Pabuchil
with 3.2% (2). The remaining locations each accounted for 1.6% of the total,
including: El Azufre, Competencia,
José María Morelos y Pavón, 5 de Mayo, Álvaro Obregón, Pabuchil
Covadonga, Sinaí Díaz Ordaz, Catarina, and the state
of Quintana Roo.
Regarding the use of a language other than Spanish,
96.8% of the students (61) indicated that they do not speak another language,
while 3.2% (2) stated that, in addition to Spanish, they speak Tzotzil.
To understand students’ access to digital
technologies, they were asked whether they had their own smartphone with
internet access; 93.7% (59) answered yes, while 4.8% (3) indicated that they
only have access to this resource sometimes, and 1.6% (1) said no.
They were also asked which device they used most
frequently, with the options being cell phone, computer, tablet, or none. In
this regard, 96.8% (61) reported using a cell phone primarily, while 3.2% (2)
use a computer. Finally, regarding internet access at home, 79.4% (50) stated
that they have the service, 11.1% (7) said they do not, and 9.5% (6) said they
do so sometimes.
Access to and Availability of Technology
Access to technological resources is a fundamental
element for carrying out academic activities in upper secondary education,
particularly in contexts where digital technologies are part of the teaching
and learning processes. In this regard, the results show that, although most
students have a cell phone with internet access and internet service at home,
access to computer equipment is limited. Furthermore, the responses indicate
that the availability of technological infrastructure on campus—such as computer
equipment and internet connections for school use—is perceived as insufficient
by a high percentage of students. This reflects that, while there are favorable
conditions for accessing digital resources at home, limitations related to the
school’s technological infrastructure persist (see Figure 1), which may impact
the implementation of educational activities that require the use of digital
tools.
Figure 1. Access
to Computer Equipment on School Grounds
Source: Prepared by the author
This is complemented by observations made during
fieldwork, which revealed that the space designated for the computer lab has
been converted into a classroom, limiting its availability for activities and
content related to digital technologies. Furthermore, it was found that the
existing technological equipment is insufficient and has reached a level of
obsolescence that hinders its use for educational purposes. Regarding
connectivity, the school does not have an institutional internet service
provided by the Ministry of Public Education; access to this service depends on
a private contract intended primarily for administrative tasks and to support
teaching activities. In addition, the municipality’s geographical conditions
affect the quality of connectivity—a factor that aligns with students’
perceptions regarding the frequent lack of an internet or mobile data signal of
sufficient quality to complete their schoolwork.
Basic ICT Skills
The development of digital skills is an essential
component for accessing, using, and making the most of information in learning
processes. In this regard, the results show that the majority of
Telebachillerato students possess basic competencies in the use of ICT. The
responses indicate frequent use of basic functions on computers and mobile
devices, as well as internet browsing using search engines—primarily Google—to
look up information for educational purposes.
Likewise, students reported regularly using instant
messaging applications—such as email, WhatsApp, and social media—as
communication tools for coordinating academic activities with teachers and
classmates (see Figure 2).
Similarly, the results indicate that most students
possess the skills to create digital presentations and manage files in various
formats—such as text documents, PDF files, and images—as well as to use mobile
applications to support their schoolwork. These findings suggest that students
possess the basic digital competencies that support their technology-mediated
learning process.
Figure 2. Use of
messaging apps to organize activities with classmates and teachers.
Source: Prepared by the authors
Information Literacy
Information literacy enables students to locate,
evaluate, and use information critically and ethically in carrying out their
academic activities. The results show that students possess the skills to
search for information online and recognize the importance of using reliable
sources.
A significant percentage noted that they often compare
information obtained from different websites when preparing their school
assignments, as well as the importance of citing sources to avoid plagiarism.
However, this area represents an aspect that needs to be strengthened (see
Figure 3).
Source: Prepared by the authors
Educational Use of Technology
The incorporation of digital technologies into
educational processes has fostered new ways of accessing knowledge, conducting
academic activities, and enhancing learning. In this regard, it was found that
Telebachillerato students frequently use the internet and various digital
tools—such as Word, PowerPoint, Canva, Excel, and Google Forms—to support their
schoolwork.
The students noted that they use technological
resources to research topics related to the courses they are taking and to
prepare their academic assignments; they even use digital applications in their
learning process, including artificial intelligence applications such as
ChatGPT and Gemini; while to reinforce their knowledge in other subjects, they
use GeoGebra and Duolingo. In this regard, they mention that “we do it
digitally—they give us scales to check if it’s correct—or first they have us do
it in our notebooks; we set it up correctly, and then they have us check it in
GeoGebra. And yes, sometimes—sometimes we get confused about how to set it up” (E6).
They also indicated that they have a favorable
perception of how digital technologies help them understand school content and
thus improve their academic performance (see Figure 4).
Figure 4 Perception
of how digital tools aid in understanding school content.
Source: Prepared by the authors
Digital Safety and Citizenship
The use of digital tools involves not only technical
skills but also responsible practices regarding the protection of personal
information—that is, ethical behavior in digital environments and the safe use
of the internet. In this regard, we explored students’ perceptions of their
habits related to digital safety and responsible citizenship during their daily
use of technology.
The results show that students recognize the
importance of practices aimed at protecting their personal information and
using digital media responsibly—such as using strong passwords, safeguarding
their personal data, and identifying risks when browsing the internet and using
social media (see Figure 5), which is why they avoid sharing sensitive
information, recognize the importance of behaving respectfully in these spaces,
and mention strategies they implement regarding their schoolwork to prevent
plagiarism “I try to keep those kinds of files private, because I
know there are classmates who might do that to me—and at the end of the day,
that effort is mine. I mean, I did it. So it wouldn’t be fair for someone to
plagiarize it like that” (E3), which demonstrates a significant level of
awareness regarding digital security and digital citizenship in the school
context.
Figure 5 Frequency
with which students identify risks or dangers on social media and the internet.
Source: Prepared by the author
Self-Assessment of Digital Competencies
In addition to identifying the skills and practices
related to the use of digital technologies, a section was included on students’
perceptions of their own digital competencies, as well as their willingness to
continue strengthening them.
This dimension provided insight into their level of
confidence regarding the use of technological tools, as well as their interest
in participating in ICT training programs. In general, students expressed a
positive perception of their competencies; specifically, they stated that they
felt capable of learning new technological tools independently, as well as
adapting to the use of new applications and digital resources to support their
learning process.
At the same time, students believe they have access to
technological tools that facilitate the continuity of their studies; however,
they expressed an interest in participating in training workshops to strengthen
their knowledge and improve their use of ICT (see Figure 6). This reflects a
positive attitude toward learning and developing new digital skills with the
potential to impact not only their academic lives but also their professional
careers. In this regard, one student mentioned that this knowledge could be
useful “personally, not just for school—or even, for example, you see that
there are a lot of people who sell things on Facebook or advertise their
products on WhatsApp” (E2). This demonstrates that students recognize
digital tools as an opportunity not only to strengthen their academic knowledge
but also for entrepreneurship and generating income.
Figure 6. Student
interest in participating in training workshops to improve their use of
Information and Communication Technologies (ICT).
Source: Prepared by the author
DISCUSSION
Based on the analysis of this study on information
literacy in rural contexts, conducted at Telebachillerato
No. 13 “Daniel Cosio Villegas” in the municipality of Huitiupán,
Chiapas, it is evident that the majority of students have access to smartphones
and the internet at home—factors that represent an opportunity for the
development of information literacy skills. However, this contrasts with the
limitations observed in the school’s infrastructure, specifically the lack of
computer equipment and internet access. These findings highlight that access to
personal devices does not guarantee the development of digital and information
literacy skills, especially when educational settings lack adequate
infrastructure to promote technology-mediated learning.
This is consistent with studies indicating that the
digital divide in rural contexts depends not only on access to devices and
connectivity but also on opportunities for use, technological infrastructure,
and pedagogical support in educational institutions; therefore, schools play a
fundamental role as spaces that facilitate access to technologies and
meaningful learning in the development of competencies and the critical use of
information.
In the context of high school, the interviews revealed
that the cell phone is the primary technological resource available to students
for carrying out their academic activities. While this demonstrates young
people’s adaptability, it also highlights the need to strengthen the
technological infrastructure of rural schools; In this regard, information
literacy should not be understood solely as access to digital resources but
rather as the ability to develop skills for the critical and ethical use of information
in various contexts.
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* Universidad Autónoma de Chiapas
* Universidad Autónoma de Chiapas
* Universidad Autónoma de Chiapas
* Universidad Autónoma de Chiapas