Abstract
Digital equity in hybrid learning represents a strategic challenge for Latin American public education, since the incorporation of technologies does not by itself guarantee inclusion or better learning opportunities. The objective of this study was to critically analyze the academic and documentary production on this topic, with emphasis on educational policies, pedagogical design, and teacher support. To this end, a critical narrative review with a systematized search of open-access literature and institutional documents was conducted. The findings show that digital equity does not depend solely on connectivity or devices, but on the articulation between educational governance, pedagogical mediation, and teacher professional development. Likewise, tensions were identified between approaches centered on infrastructure and approaches centered on pedagogical mediation. It is concluded that the digital transformation of public education can only be sustained in a fair and relevant manner from an integral, critical, and contextualized perspective.
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