| dc.description.abstract | This master’s thesis explores how digitalisation in education is experienced and shaped by local educators and NGO experts from rural and urban communities in Guatemala. While digitalisation is increasingly prioritised in policy, the actual practice of it often remains limited. Digital inequality is entrenched and perpetuated by structural barriers, including inadequate infrastructure, socio-economic inequalities, and digital literacy disparities. Moreover, linguistic diversity and culturally incompatible digital educational materials pose further barriers for indigenous students. Based on two group interviews with a total of 11 teachers and NGO experts from the AMGG organisation, the study shows that digitalisation does not occur evenly but instead is strongly shaped by local contexts, educators' determination, and resources. Theoretical frameworks such as the Digital Divide Theory (Lythreatis et al., 2022), value-based platformisation (Kerssens & de Haan, 2022), and Critical Pedagogy (Freire, 2014) are used to analyse how professional autonomy, cultural inclusivity, and ethical use of technology are applied in educators’ daily teaching. The findings indicate that, despite a lack of support, teachers are seizing opportunities to shape digitalisation in more culturally inclusive and responsible ways. These findings can be useful for NGOs and policymakers who strive for equitable and culturally responsive forms of digital education in low-resource contexts. | |
