Technology-mediated methodological preparation of teachers in rural contexts: A mixed-methods study in Valle, Honduras

Abstract

This study analyzed technology-mediated methodological preparation among basic education teachers in the Department of Valle, Honduras, and identified conditions for a context-sensitive professional development system. We used a descriptive, non-experimental mixed-methods design with qualitative predominance. The population comprised 368 teachers from 33 schools in the department’s nine municipalities. The qualitative component included 20 semi-structured interviews and two focus groups with 15 participants each, supplemented by an open-ended questionnaire and contextual observation. Quantitative data were summarized through frequencies and percentages, while qualitative evidence was thematically organized and triangulated across sources. Overall, 59.3% of teachers had received no previous technology training and 51.1% had not attended training workshops, although 76.0% reported high or moderate motivation. Findings revealed a gap between instrumental use of messaging, presentations, videos, and forms and the pedagogical integration of these tools into planning, assessment, and content creation. Major barriers included unstable connectivity, unequal device access, costs, workload, and insufficient follow-up. In response, the SPMD-TIC Valle system was structured around diagnosis, leveling, modular training, supported classroom application, communities of practice, and evaluation. Sustainable transformation therefore requires combining technological competence with pedagogical decision-making, institutional support, accessibility, and low-data solutions suited to rural and semi-urban contexts. The design does not establish causal effects on teaching performance or student learning; future evaluation should include baseline and follow-up measures, classroom observation, product-based rubrics, and comparable educational outcomes.