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The objective of this study was to identify and describe the main pedagogical and methodological strategies used for integrating context into the teaching-learning process of multi-grade classrooms in rural education. The methodology employed corresponds to a narrative documentary review, with a qualitative approach and a descriptive-analytical scope. Twenty-five scientific articles published between 2020 and 2025 in high-index databases such as SciELO, Redalyc, and Scopus were rigorously analyzed, with a concentration of evidence in Colombia and Chile. Key information on strategies, context integration mechanisms, effectiveness, and limitations was organized into a data matrix for synthesis. The results reveal a solid repertoire of high-effectiveness strategies, including integrated STEM education, Project-Based Learning (PBL) oriented to real problems, cognitive strategies based on local knowledge such as ethnobotany, and the use of multiple intelligences. These successful practices converge on interdisciplinary integration and problem-solving within the context, validating the fundamental need for situated pedagogy that reinforces social constructivism and critical pedagogy. However, challenges persist, such as the gap between discourse and teaching practice, the lack of specific training for multi-grade classrooms, and the prevalence of a monocultural curriculum. It is concluded that these methodologies are essential for transforming the socio-cultural environment into the epicenter of the formative process, which constitutes a key contribution to the didactic repertoire of the rural teacher.
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