Acceso a la formación agraria virtual en comunidades rurales nicaragüenses

Digitalization in rural areas presents the challenge of moving beyond mere access to mobile devices to achieve meaningful educational appropriation. In Nicaragua, although there are valuable and successful institutional efforts in higher and technical education through national platforms, it is strategically important to complement these initiatives by adapting virtual learning environments to the sociotechnical dynamics of the agricultural sector. The objective of this study was to analyze the conditions of access to online learning to propose a context-based pedagogical model under the Education 3.0 paradigm. A mixed-methods approach was employed using a concurrent triangulation design, whose descriptive and cross-sectional purpose made it possible to establish a situational diagnosis by combining structured surveys administered to 123 students and agricultural producers affiliated with the Universidad Nacional Agraria. The results showed that 74.8% of users own smartphones and demonstrate high levels of motivation; however, 36.6% identified time constraints as their main challenge, and only 32.5% experience “nomadic connectivity.” The findings confirmed that academic equity requires moving beyond the uncritical transfer of urban instructional models. Therefore, to transform these barriers into opportunities for self-directed learning, it is imperative to transition toward a mobile learning ecosystem structured around low-data-consumption asynchronous microlearning units. The implementation of Learning Management Systems configured for offline study ensures equitable access to knowledge and strengthens technological autonomy without disrupting the productive cycles of rural communities.