Challenges of digital competence and teacher resilience in rural high Andean contexts in Peru
DOI:
https://doi.org/10.35622/j.rr.2026.025.003Keywords:
digital competence, educational technology, rural education, teacher competencies, teacher trainingAbstract
The digitization of education, driven by the COVID-19 pandemic, has created new challenges for teaching practice, especially in rural areas where technological gaps and infrastructure limitations coexist. In this context, teachers’ digital competence and resilience are presented as dimensions linked to the quality of students’ education and the sustainability of teaching practice. Therefore, this paper reflects on these dimensions in rural high Andean contexts in Peru. It argues that teachers’ digital competence not only promotes educational innovation but also constitutes a psychosocial resource that strengthens self-confidence, adaptation to change, and teacher well-being. At the same time, it discusses how digital preparation, when articulated with the mobilization of emotional and professional resources, can contribute to scenarios marked by greater educational inequality in rural territories. The final reflection proposes an integrative perspective that links technology, resilience, and teacher professional development as resources for addressing contemporary educational challenges.
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Copyright (c) 2026 Willy Cutipa, Yesenia Yanapa (Autor/a)
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