Technological innovations in Ecuador's public education system:systematic documentary review of proposals and barriers facing the digital divide (2020-2025)

Abstract

Ecuador's public education system faces a significant and persistent digital divide, limiting the effective implementation of technological innovations. This article presents a systematic documentary review aimed at identifying and analyzing technological innovations proposed or discussed in indexed academic literature, books, and theses for this context, as well as the persistent barriers hindering their widespread adoption, particularly the lack of basic infrastructure and connectivity. A systematic search was conducted in academic databases (Scopus, SciELO, Latindex, Google Scholar) and Ecuadorian institutional repositories, selecting studies, theses, and policy documents published between 2020 and April 2025. Findings reveal a recurring discourse on the need for learning management systems (LMS), digital educational resources (DER), and ICT teacher training, often driven by the response to the pandemic. However, this discourse contrasts sharply with documented evidence of a chronic lack of reliable connectivity, adequate and updated equipment, and insufficient relevant teacher training as critical barriers that persisted or worsened during this period. It is concluded that while innovative proposals exist and a policy framework promotes them, the absence of minimum technological and structural conditions represents the main impediment to their effective and equitable implementation, perpetuating educational inequity in the digital age. Implications for post-pandemic educational policy and future research lines focused on contextualized and sustainable solutions are discussed.