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The objective of this study is to analyze the characteristics, methodologies, and strategies reported in research conducted between 2019 and 2025 on strengthening scientific competencies in rural contexts, in order to identify common patterns and reflect on science teaching in rural educational institutions. To this end, a systematic documentary review was carried out following the PRISMA 2020 standard, using searches in Google Scholar, Dialnet, and institutional repositories, employing Boolean operators that combined the variables scientific competencies, science teaching, and rurality. An initial 260 documents were identified, of which 20 met the inclusion criteria related to language, thematic relevance, year of publication, and methodological rigor. The selected works included qualitative, quantitative, and mixed-methods studies, linked to strategies such as inquiry-based learning, use of the natural environment, community projects, virtual laboratories, integration of local knowledge, and active pedagogical approaches. The findings reveal that the development of scientific competencies in rural areas depends largely on pedagogical contextualization, leveraging the environment, incorporating accessible technological tools, and community participation as a mediator of learning. It was also identified that the structural limitations of the rural sector (infrastructure, connectivity, teaching resources) create gaps compared to the urban sector, requiring differentiated and flexible strategies. The study concludes that science education in rural areas requires contextualized approaches that recognize territorial identity, local knowledge, and cultural dynamics, allowing for the relevant and meaningful strengthening of scientific competencies. This study provides a conceptual and methodological foundation for future research and for the design of contextualized pedagogical proposals.
Strengthening scientific competencies in rural education remains a persistent challenge for Latin American education systems due to historical gaps in infrastructure, teacher training, and access to technological resources. This study presents a systematic literature review conducted between 2019 and 2025, following the PRISMA 2020 guidelines, to analyze the methodologies, pedagogical strategies, and approaches implemented to promote scientific competencies in rural contexts. Searches were conducted in Google Scholar, Dialnet, and institutional repositories, yielding 210 initial documents, of which 20 met the inclusion criteria. The selected studies were evaluated using the CRAAP criteria and analyzed through thematic categorization.
The results reveal four key trends: (1) the predominance of active methodologies such as inquiry-based learning, problem-based learning, and contextualized projects; (2) the emerging use of educational technologies such as virtual laboratories and digital broadcasting platforms to overcome infrastructure limitations; (3) the integration of local knowledge, agricultural practices, and ancestral wisdom as learning mediators; and (4) the persistence of structural barriers related to connectivity, teaching resources, teacher training, and rigid curriculum design. It is concluded that rural science education requires contextualized, flexible, and culturally situated strategies, as well as policies for teacher support and institutional strengthening. This work provides an integrative framework to guide future research and educational decisions aimed at reducing territorial disparities and strengthening scientific literacy in rural areas.
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