Rural education in Ecuador faces constant challenges that have jeopardized its quality and accessibility. The aim of this study was to analyze the policies implemented in rural schools across the country. The scope of the study was descriptive, based on a qualitative approach, utilizing a literature review as the primary instrument. Academic and scientific studies concerning rural education were evaluated. The results highlighted the need to implement a comprehensive educational policy that prioritizes strengthening teacher training, improving infrastructure, and raising awareness about the work of single-teacher schools. Additionally, it is urgent to break the stereotype of unifying education solely around development, as it should respond to the diverse contexts and needs of students. It was concluded that, despite advances in legislation recognizing Intercultural Bilingual Education, the educational policies directed at rural education remain insufficient. There is, instead, a significant historical debt to this sector, which dates back to the early days of the republic.