The influence of connectivity on the quality of General Basic Education in Chile

Abstract

General Basic Education in Chile has become increasingly linked to digital connectivity, particularly through public policies aimed at reducing technological gaps and promoting educational equity. This study examines the impact of digital connectivity on the quality of primary education in Chile, employing a mixed-methods approach that combines a historical-normative analysis with a quantitative evaluation of SIMCE/SUBTEL data and official connectivity statistics. Legal frameworks such as Law No. 16,282 (1965) and the General Education Law (Law No. 20,370; 2009), as well as government initiatives like Proyecto Enlaces, Beca TIC, and Internet para Aprender, have contributed to improving access and infrastructure, particularly in rural and socio-economically disadvantaged areas. While digital availability has expanded, its influence on learning outcomes remains moderate in the absence of pedagogical integration, teacher training, and the development of digital literacy. The COVID-19 pandemic further highlighted the need for inclusive digital strategies to ensure educational continuity. The findings show a moderately positive correlation between increased connectivity and academic performance. However, connectivity alone does not guarantee educational quality. Achieving Sustainable Development Goal 4 requires comprehensive strategies that foster digital competencies, promote equitable access, and creative, student-centred pedagogies grounded in social justice and educational transformation.