Digital Exclusion and Educational Inequality in Mazatenango, Suchitepéquez

Abstract

This essay examines how socio-territorial segmentation in Mazatenango, Suchitepéquez, conditions equitable access to education and deepens the digital divide, especially in peripheral and rural areas. A documentary approach and critical analysis of academic literature and national diagnostics were used to understand how urban infrastructure, the affordability of connectivity, and the lack of digital skills affect educational inclusion and social mobility. The analysis shows that digital exclusion is not merely a pedagogical problem but also an urban-territorial one, as it is linked to historical deficits in urban planning and local governance. As a contribution, the essay proposes an intervention strategy that integrates the creation of community learning centers, subsidies for technological devices, and digital training programs for students and teachers. It concludes that guaranteeing the right to education in Mazatenango requires integrating territorial equity policies and socio-territorial proximity strategies into urban planning to reduce digital exclusion and promote spatial justice.