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Rural education in times of crisis: Challenges and strategies during school closures due to Covid-19 in Colombia
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DOI：10.35575/rvucn.n77a2.png)
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Abstract
En 中文
The COVID-19 pandemic triggered a global educational crisis that disproportionately affected rural communities in developing countries, including Colombia. This research aimed to analyze the strategies implemented by rural educational institutions in Colombia to maintain student permanence and ensure the quality of teaching during school closures. Using a mixed-methods approach, the study combined quantitative data to conduct a comparative analysis of educational indicators before, during, and after the school closures, along with qualitative data from twelve semi-structured interviews with administrators of rural institutions. The results showed that the pandemic exacerbated structural inequalities in rural education. In response to this situation, several school management strategies were identified that partially mitigated the effects of school closures. These included distributing printed educational materials, providing personalized student support, continuing community environmental initiatives, and conducting home visits to low-performing students. It is concluded that, while these strategies demonstrated institutional resilience, they were insufficient to address the significant pre-existing structural gaps.
Keywords:
Distance education
Teaching
Pandemics
Rural population
School-community relationship
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