INNOVATIVE PEDAGOGICAL STRATEGIES FOR RURAL EDUCATION IN COLOMBIA

Abstract

Rural education faces profound challenges that require rethinking traditional teaching methodologies. This article critically examines Flórez’s doctoral thesis (2024), which seeks to provide solutions to the difficulties faced by rural schools in the teaching of natural sciences and environmental education. The research was conducted using a qualitative phenomenological approach, which made it possible to identify key issues such as students’ lack of motivation, insufficient infrastructure (including laboratories and technology), and a curriculum that does not adapt to the local context. As potential solutions, the thesis suggests active methodologies such as educational games and collaborative projects, and proposes the use of local resources such as school gardens. The analysis reveals that these proposals hold significant potential to make learning more dynamic and to connect school content with students’ real-life environments. However, they also present limitations, as they do not sufficiently address digital divides nor provide policy support to ensure the sustainability of these initiatives. The findings highlight that continuous teacher training and active community participation are essential to guarantee the relevance and long-term impact of such innovations. In conclusion, the study contributes to the debate on improving rural education, emphasizing that the transformation of science teaching depends not only on pedagogical creativity and the use of local resources, but also on educational policies committed to reducing structural inequalities.