THE ROLE OF EDUCATIONAL SOCIAL NETWORKS IN THE DEVELOPMENT OF LANGUAGE SKILLS: A THEORETICAL REVIEW FOR BASIC EDUCATION IN RURAL CONTEXTS

Abstract

This article addresses the deficiencies in the language skills of students in basic education, which are manifested in the disconnect between the registers they use in digital communication and the demands of language. To this end, the study set out to analyze, through a theoretical review, the role of educational social media and multimodality as strategies for strengthening communication skills in rural contexts. The methodology was qualitative in nature, of a documentary type, based on a critical review of the literature and academic research examining the integration of Information and Communication Technologies with language teaching. The findings revealed that the integration of these platforms fosters horizontal learning, while also promoting student autonomy and knowledge construction, thereby facilitating a transition toward the production of meaning. It was concluded that the use of technology in rural areas—particularly in the context of basic technical education—presents an opportunity to transform teaching and learning processes, provided that a design is established that integrates everyday digital practices with language curriculum standards.