Educational Digital Divide: A Mapping of Inequalities in Access to and Use of ICT in Public Schools in Latin America (2020–2025)

Abstract

The article presents a systematic review of articles indexed between 2020 and 2025 that address the use of digital technologies to enhance research competence in high school students in science. In accordance with the PRISMA 2020 guidelines, 38 studies were selected, predominantly from Europe, Asia, and Latin America. The findings suggest that virtual laboratories, interactive simulations, data analysis, and collaborative platforms facilitate the development of scientific competencies, including hypothesis formulation, experimental design, and data interpretation. A substantial body of research suggests that these resources are most effective when incorporated into constructivist pedagogies and active approaches to learning. However, there are several challenges that have yet to be addressed, including the digital divide, infrastructure issues, teacher preparation, and difficulties in curricular integration. These barriers primarily affect public schools and environments with limited technological access. The research posits that the digital transformation of science education necessitates the implementation of policies that encompass infrastructure, continuous teacher training, and equity. Furthermore, the importance of longitudinal studies that analyze the long-term effects of technology-mediated inquiry learning cannot be overstated.