Management Plans with Disruptive Technologies of the Rural Institutional Educational Project in Montería, Colombia.

Abstract

The doctoral research proposes a strategic pathway of management action plans mediated by disruptive technologies for the Institutional Educational Project (PEI) in rural educational institutions in Montería, Colombia, based on a qualitative approach, under the interpretive paradigm and the hermeneutic method, with a projective type of research and a non-experimental, field-based, cross-sectional design. Seven key actors participate: three teacher-managers, three teachers, and one management support actor, all belonging to three rural educational institutions. The information was collected through in-depth interviews and documentary analysis and is interpreted on the basis of management support in the rural environment, with rural education serving as a management setting. The results reveal partial appropriation of the institutional project, fragmented management support, predominantly communicative use of technologies, and a rural context that functions simultaneously as a source of tension and an opportunity. Based on these results, the pathway is designed and organized into the following phases: diagnosis, awareness-raising, appropriation, implementation, and evaluation, with action plans differentiated by actor and gradual technological mediation. The proposal provides rural educational institutions with a relevant, applicable, and measurable instrument to strengthen recognition and appropriation of the PEI.