Incidence of Family and Community Participation in the Creation of Participatory Learning Environments in Rural Basic Education Institutions

Abstract

The study analyzes the impact of family and community participation on the creation of participatory learning environments in rural basic education institutions in Ecuador. Using a qualitative approach and a descriptive–explanatory design, semi-structured interviews, direct observations, and document analysis were conducted with teachers, parents, and community leaders from the “Ejército Ecuatoriano” Basic Education School. The results reveal that active family engagement and coordination with community actors strengthen student motivation, school retention, and institutional belonging. The most effective learning environments were those that integrated local knowledge, encouraged collaborative communication, and implemented contextualized learning projects. Economic and geographic constraints were identified as the main barriers to sustained parental involvement. The study concludes that rural education requires sustainable strategies linking schools, families, and communities, alongside public policies that reinforce educational co-responsibility. The findings provide empirical evidence to support participatory, culturally relevant, and socially inclusive pedagogical practices within the Latin American rural context.