Information Literacy in Rural Telebachillerato Schools: Challenges and Opportunities in Huitiupán, Chiapas

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.