Gamification and accessible technologies for strengthening communicative competencies in rural contexts: a systematic literature review
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In the contemporary educational context, the integration of digital technologies and active methodologies has become increasingly relevant for strengthening communicative competencies, especially in settings with structural limitations such as rural education. However, the literature shows a concentration of studies in higher education and urban contexts, which limits their transfer to rural secondary education. The objective of this study was to analyze the recent scientific production on the use of gamification and educational technologies in the development of communicative competencies, thereby identifying trends, contributions, and research gaps. In addition, a systematic literature review with a qualitative approach was conducted following the guidelines of the PRISMA statement, based on the Scopus database. After applying inclusion and exclusion criteria, 22 articles published between 2021 and 2025 were selected, and the data were synthesized through thematic analysis and narrative synthesis. The results show that gamification and active methodologies promote motivation, participation, and meaningful learning; however, their impact on communicative competencies depends on the pedagogical design and teacher mediation. Furthermore, gaps are identified in secondary education, rural contexts, and longitudinal studies. Therefore, it is concluded that there is a need to implement accessible and contextualized strategies that strengthen communication skills in rural secondary education to contribute to educational equity and quality.
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