Educational methodologies and school motivation in rural contexts: a systematic review

Abstract

Rural education in Colombia faces structural challenges related to low student motivation, limited pedagogical resources, and the persistence of traditional, poorly contextualized teaching methodologies. These conditions negatively affect academic performance and students’ interest in learning, particularly in lower secondary education. This article aimed to analyze academic literature published between 2015 and 2025 on the relationship between educational methodologies and school motivation in rural contexts through a systematic review. National and international databases were consulted, including Scopus, Web of Science, SciELO, Redalyc, Dialnet, and Google Scholar, selecting peer-reviewed articles, theses, and institutional reports. Out of 60 identified publications, 17 studies met the inclusion criteria. The results were organized into three analytical axes: the most frequently studied educational methodologies and their effects, factors influencing school motivation in rural settings, and research trends and gaps. Findings indicate that active methodologies such as Project-Based Learning, collaborative learning, gamification, flipped classroom, and digital technologies significantly enhance student motivation and learning outcomes. However, limitations related to the digital divide and teacher training remain. The study concludes that the contextualized implementation of active methodologies is essential for strengthening rural education quality and suggests future research lines focused on situated empirical studies