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Pedagogical innovation in rural contexts has emerged as a significant field of study within contemporary educational transformations, particularly in settings marked by structural inequalities, digital divides, and sociocultural diversity. This study aimed to analyze recent academic production on pedagogical innovation in rural education in order to identify theoretical approaches, research trends, and persistent gaps in the field. Methodologically, a systematic literature review was conducted using a qualitative approach with a descriptive–interpretive scope, following the PRISMA (2020) guidelines. The search included publications from 2019 to 2023 indexed in Scopus, Dialnet, Sage Journals, Redalyc, and ProQuest. After applying inclusion and exclusion criteria, 22 studies were selected. The process combined a heuristic phase of documentary systematization and a hermeneutic phase of critical interpretation. In the heuristic phase, a concentration of publications was identified in Scopus and Sage Journals, with a predominance of the Global North (United States, Spain, United Kingdom, and Australia), alongside relevant contributions from Latin America, particularly Colombia, Mexico, and Brazil. The field is primarily situated within the social sciences, with increasing articulation with educational technology. In the hermeneutic phase, five analytical categories emerged: conceptions of innovation, pedagogical practices, teacher roles, educational technology, and research gaps. Within these trends, Sorribes et al. (2024) and Sáenz Calla (2023) highlight a situated and territorial perspective of innovation; Guerrero-Ortega et al. (2024) emphasize context-based pedagogical practices; and Beltrán-Véliz et al. (2024) position teachers as agents of change requiring sustained institutional support. The findings reveal tensions related to the sustainability of innovative practices, the digital divide, and limited alignment with educational policies. The discussion calls for moving beyond technocratic approaches and recognizing innovation as a situated pedagogical construction. It is concluded that its consolidation requires the articulation of research, educational practice, and public policy, strengthening approaches that recognize rurality as a legitimate space for knowledge production.
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