Alfabetización digital, gestión educativa y cooperación interinstitucional en zonas rurales: caso Samaná, Colombia
| Pages | 260-267 |
| Date | 01 May 2026 |
| Published date | 01 May 2026 |
| Author | Alejandro Peláez-Arango,Eduardo Villegas Jaramillo |
| Subject Matter | Social Sciences |
TELOS: Revista de Estudios Interdisciplinarios en Ciencias Sociales
ISSN 1317-0570 / ISSN (e) 2343-5763
Vol.
28
(2)
. Mayo-Agosto
2026
260
Universidad Privada Dr. Rafael Belloso Chacín, Venezuela
ALFABETIZACIÓN DIGITAL, GESTIÓN EDUCATIVA Y COOPERACIÓN
INTERINSTITUCIONAL EN ZONAS RURALES: CASO SAMANÁ, COLOMBIA
Alejandro Peláez-Arango
https://orcid.org/0000-0003-4386-9067
Eduardo Villegas Jaramillo
https://orcid.org/0000-0002-7563-2913
RECIBIDO: 15/11/2025 / ACEPTADO: 13/04/2026 / PUBLICADO: 18/05/2026
RESUMEN
Este artículo presenta los resultados de una investigación orientada a caracterizar el acceso, los usos y las competencias digitales, así
como las condiciones de gestión que median su integración pedagógica, y a partir de dicha caracterización, proponer lineamientos-
estrategias de alfabetización digital y gestión educativa en instituciones rurales del municipio de Samaná (Caldas, Colombia) , territorio
históricamente afectado por el conflicto armado. Se adoptó un enfoque mixto, de alcance descriptivo–propositivo y diseño no
experimental, que combinó encuestas estructuradas a directivos docentes, docentes y estudiantes con análisis documental de pl anes
institucionales y lineamientos inter nos; el pr ocesamiento se realizó mediante estadística descriptiva y triangulación cualitativa. Los
hallazgos evidencian limitaciones persistentes en infraestructura y conectividad, brechas en competencias digita les y necesidades de
formación docente, y debilidades en la articulación de iniciativas te cnológicas con los instrumentos de planeación escolar. A la par, se
identifican oportunidades vinculadas al uso extendido de teléfonos móviles, prácticas de liderazgo pedagógico y la posibilidad de activar
alianzas interinstitucionales par a apoyo técnico y pe dagógico. Se concluye que el cierre de la brecha digital en contextos rurales de
posconflicto requiere programas formativos contextualizados y continuos, gobernanza escolar que priorice la integración curricular de
las TIC con metas e indicadores, fortalecimiento de redes territoriales y mecanismos de seguimiento a resultados de aprendizaje. Como
producto, el estudio propone un conjunto de lineamientos para la gestión escolar que combina acciones de infraestructura, desarrollo
profesional docente y cooperación interinstitucional orientada a la equidad educativa.
Palabras clave: alfabetización digital; gestión educativa; cooperación interinstitucional, innovación social.
Digital Literacy, Educational Management, and Interinstitutional Cooperation in Rural Areas: The Case of Samaná,
Colombia
ABSTRACT
This article presents the results of a study aimed at characterizing access, uses, and digital competencies as well as the management
conditions that mediate their pedagogical integration and, based on that characterization, proposing guidelines and strategies for digital
literacy and educational management in rural schools in the municipality of Samaná ( Caldas, Colombia), a territory historically affected
by armed conflict. A mixed -methods approach was adopted, with a descriptive–propositional scope and a non-experimental design,
combining structured surveys administered to school leaders, teachers, and students with a documenta ry analysis of institutional plans
and internal guidelines; data w ere processed using descriptive statistics and qualitative triangulation. Findings reveal persistent
limitations in infrastructure and connectivity, gaps in digital competencies and needs for teacher professional development, and
weaknesses in the alignment of technological initiatives with school planning instruments. At the same time, the study identifies
opportunities linked to the widespread use of mobile phones, pedagogical leadership practices, and the possibility of activating inter-
institutional partnerships for technical and pedagogical support. It concludes tha t closing the digital divide in post-conflict rural contexts
requires contextualized and continuous training programs, school governance that prioritizes the curricular integration of ICT with targets
and indicators, the strengthening of territorial networks, and mechanisms for monitoring learning outcomes. As an output, the stu dy
proposes a set of guidelines for school management that combines infrastructure actions, teacher professional development, and inter-
institutional cooperation oriented toward educational equity.
Keywords: digital literacy; educational management; interinstitutional cooperation; social innov ation.
Introducción
El municipio de Samaná, situado en el oriente del departamento de Caldas (Colombia), ha sido históricamente impactado por
el conflicto armado, con secuelas sociales, económicas y educativas. Como territorio rural, enfrenta rezagos en conectividad,
infraestructura tecnológica y formación digital, ampliando las brechas de desigualdad educativa y social, espec ialmente en zonas con
baja presencia estatal (Cetina & López, 2023).
Autor de correspondencia. Docente Investigador – Universidad de Manizales, Manizales, C olombia. apelaez@umanizales.edu.co
Universidad Nacional de Colombia, Manizales, Colombia. ejvillegasj@unal.edu.co
Cómo citar: Peláez-Arango, A., Villegas Jaramillo, E. (2026). Alfabetización digital, gestión educativa y c ooperación interinstitucional en zonas rurales:
caso Samaná, Colombia. Telos: Revista de Estudios Interdisciplinarios en Cie ncias Sociales, 28(2), 260-267. www.doi.org/10.36390/telos282.04
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