<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2395-8782</journal-id>
<journal-title><![CDATA[Ciencia ergo sum]]></journal-title>
<abbrev-journal-title><![CDATA[Cienc. ergo-sum]]></abbrev-journal-title>
<issn>2395-8782</issn>
<publisher>
<publisher-name><![CDATA[Universidad Autónoma del Estado de México, Instituto Literario]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2395-87822024000100225</article-id>
<article-id pub-id-type="doi">10.30878/ces.v31n0a10</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Digital inclusion policies in a high Andean Quechua region of Peru]]></article-title>
<article-title xml:lang="es"><![CDATA[Políticas de inclusión digital en una región altoandina quechua de Perú]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Mescua Figueroa]]></surname>
<given-names><![CDATA[Augusto César]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Vértiz-Osores]]></surname>
<given-names><![CDATA[Ricardo Iván]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Mendoza Torres]]></surname>
<given-names><![CDATA[Christian Paulina]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Peceros Mescua]]></surname>
<given-names><![CDATA[Keith Eduardo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad César Vallejo  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Perú</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad César Vallejo  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Perú</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad de Celaya  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>México</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Universidad Nacional del Centro del Perú  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Perú</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<volume>31</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2395-87822024000100225&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2395-87822024000100225&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2395-87822024000100225&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Internet connectivity has become a fundamental right today. The study was aimed at evaluating digital inclusion policies in a Quechua-speaking region of Peru from a qualitative case study approach. Education specialists and regular basic education principals participated through semi-structured interviews. The lack of technological infrastructure for internet access and weak connectivity, which affects teachers&#8217; digital literacy and students&#8217; learning, were highlighted. It is concluded that internet access is not sufficient to meet the criteria for implementing digital inclusion policies. It is recommended to increase and strengthen the training of teachers in digital skills.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen La conectividad a internet se ha convertido en un derecho fundamental en la actualidad. Al respecto, este estudio evalúa las políticas de inclusión digital en una región quechua hablante del Perú desde un enfoque cualitativo, estudio de caso, donde participaron especialistas en educación y directores de educación básica regular a través de entrevistas semiestructuradas. Se evidencia la falta de infraestructura tecnológica para el acceso a internet y la débil conectividad, que afectan la alfabetización digital de los docentes y el aprendizaje de los estudiantes. Se concluye que el acceso a internet no es suficiente para cumplir con los criterios de implementación de políticas de inclusión digital. Se recomienda incrementar y fortalecer las capacitaciones a los docentes en competencias digitales.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[development policy]]></kwd>
<kwd lng="en"><![CDATA[internet universality]]></kwd>
<kwd lng="en"><![CDATA[digital divide]]></kwd>
<kwd lng="en"><![CDATA[information and development]]></kwd>
<kwd lng="es"><![CDATA[política de desarrollo]]></kwd>
<kwd lng="es"><![CDATA[universalidad de internet]]></kwd>
<kwd lng="es"><![CDATA[brecha digital]]></kwd>
<kwd lng="es"><![CDATA[información y desarrollo]]></kwd>
</kwd-group>
</article-meta>
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