Equity in access and use of information technology applied in rural and vulnerable educational contexts

Equity in access to and use of information technology in rural and socially vulnerable educational contexts is a structural challenge for education systems, particularly in areas with limited infrastructure, connectivity, and institutional capacity. This article aimed to critically synthesize recent literature on digital equity in education, identifying barriers, explanatory approaches, and intervention strategies aimed at sustainability and inclusion. A narrative review was developed with explicit search, selection, and thematic synthesis criteria, organizing the evidence into four integrating axes: (1) conceptual framework of the digital divide as a multilevel phenomenon; (2) structural and territorial conditions; (3) pedagogical mediation and teachers' digital competencies; and (4) accessibility, inclusion, and cultural/linguistic relevance. The results show that digital equity does not depend exclusively on material access, but on the ability to sustain effective participation in technological environments conditioned by technical, institutional, and sociocultural factors. It is concluded that the most promising interventions combine low-consumption hybrid solutions, contextualized teacher training, accessibility criteria from the design stage, and territorial co-construction strategies, overcoming the logic of isolated provision. The study provides a useful integrative framework for the formulation policies and research agendas aimed at reducing digital inequalities in education.