Digital education policies in Primary Education for Youth and Adults in the Autonomous City of Buenos Aires

Abstract

This article examines digital education policies in Primary Education for Youth and Adults in the Autonomous City of Buenos Aires, a field that remains underexplored in both academic production and public policy agendas. While most digital initiatives have been directed toward regular schooling for children and adolescents, primary education for youth and adults has been relegated, underscoring the need to study how the right to digital education is ensured for this population. Based on a documentary study, the analysis reviews international frameworks, Latin American trends, national legislation, and jurisdictional guidelines, identifying progress, gaps, and tensions in the policies targeting this modality. The findings reveal that although strategic plans and regulations acknowledge the centrality of digital technologies in contemporary education, primary education for youth and adults still lacks formal, specific guidelines that define resources, objectives, and strategies tailored to its particular characteristics.