The new digital school in Latin America: challenges and advances in Paraguay

The new digital school in Latin America: challenges and advances in Paraguay | Research Square window.SnipcartSettings = { analytics: { enabled: false } }; (function() { var accessVector = localStorage.getItem('access_vector') || ''; window.dataLayer = window.dataLayer || []; if (accessVector) { window.dataLayer.push({ user: { profile: { profileInfo: { snid: accessVector } } } }); } })(); (function(w,d,s,l,i){w[l]=w[l]||[];w[l].push({'gtm.start':new Date().getTime(),event:'gtm.js'});var f=d.getElementsByTagName(s)[0],j=d.createElement(s),dl=l!='dataLayer'?'&l='+l:'';j.async=true;j.src='https://www.googletagmanager.com/gtm.js?id='+i+dl;f.parentNode.insertBefore(j,f);})(window,document,'script','dataLayer','GTM-K279D39R'); Browse Preprints In Review Journals COVID-19 Preprints AJE Video Bytes Research Tools Research Promotion AJE Professional Editing AJE Rubriq About Preprint Platform In Review Editorial Policies Our Team Advisory Board Help Center Sign In Submit a Preprint Cite Share Download PDF Short Report The new digital school in Latin America: challenges and advances in Paraguay Derlis Cáceres Troche, MOUSSA BOAUMADAN, Melchor Gomez Garcia This is a preprint; it has not been peer reviewed by a journal. https://doi.org/ 10.21203/rs.3.rs-7538052/v1 This work is licensed under a CC BY 4.0 License Status: Posted Version 1 posted You are reading this latest preprint version Abstract In recent decades, education in Latin America has increasingly shifted toward a digital model, transforming the traditional “analog school” into a new digital school characterized by the intensive use of information and communication technologies (ICT) in educational processes. This article examines this phenomenon in the regional context with an emphasis on Paraguay, analyzing public policies (such as the Paraguay Digital initiative and connectivity projects of the Ministry of Education and Sciences – MEC), digital divides, school connectivity, and teacher training. A documentary approach and critical analysis of official sources, international reports, and recent academic literature (2019–2024) are conducted to understand how different stakeholders address digital inclusion in education. The results show that, despite significant progress in school connectivity and teacher training, deep inequalities remain (between urban–rural areas and public–private schools), along with persistent challenges in infrastructure and digital skills. The article concludes by highlighting the need for a comprehensive strategy in Paraguay that combines investments in connectivity, equipment, and critical teacher training to consolidate a more equitable and high-quality digital school. digital school Paraguay educational ICT digital divide school connectivity educational public policies Full Text Additional Declarations No competing interests reported. Cite Share Download PDF Status: Posted Version 1 posted You are reading this latest preprint version Research Square lets you share your work early, gain feedback from the community, and start making changes to your manuscript prior to peer review in a journal. As a division of Research Square Company, we’re committed to making research communication faster, fairer, and more useful. We do this by developing innovative software and high quality services for the global research community. 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Also discoverable on Platform About Our Team In Review Editorial Policies Advisory Board Help Center Resources Author Services Accessibility API Access RSS feed Manage Cookie Preferences © Research Square 2026 | ISSN 2693-5015 (online) Privacy Policy Terms of Service Do Not Sell My Personal Information {"props":{"pageProps":{"initialData":{"identity":"rs-7538052","acceptedTermsAndConditions":true,"allowDirectSubmit":true,"archivedVersions":[],"articleType":"Short Report","associatedPublications":[],"authors":[{"id":545649715,"identity":"a9f8f22e-6602-4b2b-a66b-9658ab6b23df","order_by":0,"name":"Derlis Cáceres 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