Colombia is getting ready to send ICT straight to some of its most remote classrooms. In PDET territories (municipality that has been prioritized for the implementation of Territorially Focused Development Programs), where roads are long and signals are weak, teachers often work with very few digital tools.
To change that picture, the Ministry of Education decided to take its Colombia Aprende strategy off the screen and into rural schools, with a plan to train 180 teachers by the end of 2025.
Instead of thinking of ICT as something that only belongs to big city schools, this new phase treats technology as a right that should reach every student, even in the most distant villages.
Colombia Aprende on the road to PDET territories
Colombia Aprende is the Ministry’s official educational portal, a site where teachers can find free lesson plans, videos, readings, and activities for different grades and subjects. It has been a quiet ally for thousands of classrooms.
But for many PDET municipalities, just having a portal is not enough. These regions were strongly affected by conflict and poverty, and rural schools usually face old equipment, unstable energy, and very limited connectivity.
The new strategy focuses on those realities. It takes Colombia Aprende beyond the browser, with in‑person support and tailored training designed to work even where the internet arrives late, or does not arrive at all.
The idea is simple, bring the same high‑quality resources used in better‑connected schools to classrooms that have been historically left behind, and help teachers feel comfortable using them.
How 180 teachers start their ICT journey
From November to December 2025, the Ministry organized technical assistance and training days to help 180 teachers in PDET territories strengthen their digital competencies and classroom use of ICT.
During this phase, teams visited four institutions, training about 100 teachers in November and 80 in December. These educators are the first wave in this plan and may later guide colleagues in their regions.
The focus is practical rather than theoretical. Trainers show how to transform a digital resource into a complete class, how to combine videos with group discussions, and how to adapt activities to multigrade rural classrooms.
Teachers also explore simple ways to integrate ICT into subjects such as language, science, and social studies, using examples that connect with local life, such as farming, environmental care, or community history.
Online and offline tools for low‑connectivity schools
The strategy works with two training lines. The first is online and teaches teachers how to navigate Colombia Aprende, search for content, evaluate materials, and plan lessons that use digital resources with a clear pedagogical purpose.
Sessions include tips on avoiding information overload, choosing age‑appropriate videos or readings, and creating step‑by‑step activities where students do not just watch, but also ask questions, build projects, and reflect on what they see.
The second line is offline and was designed especially for schools with low or zero connectivity. In these institutions, content from Colombia Aprende is installed on local devices, such as computers or small servers.
This offline library lets teachers open videos, interactive activities, and texts without needing a live connection. For students, the experience feels similar to online use, but much more stable and reliable.
By combining both modes, the Ministry wants to make sure that internet quality does not decide which students can enjoy rich, multimedia lessons and which ones cannot.
Army support, 2026 expansion, and impact on students
A key ally in this strategy is the national army. Its presence in remote territories and experience in complex routes helps the Ministry reach schools that are far from main roads and state offices.
The army supports tasks like reviewing existing equipment in rural institutions, transporting devices, and coordinating logistics for training days. This partnership aims to increase safety and efficiency in areas marked by conflict.
The first actions focus on schools in departments such as Meta, Cauca, Arauca, and Casanare, including institutions such as Rio Guejar in Mesetas and the Agricola School in Argelia.
Looking beyond 2025, the Ministry plans to expand the initiative in 2026 to 24 more rural schools in PDET and other prioritized municipalities. The list reaches places from Santa Rosa del Sur in Bolivar to La Primavera in Vichada.
This gradual expansion should bring Colombia Aprende’s digital and offline resources to thousands of students, giving them more interactive, creative learning experiences that match their realities and dreams.
Over time, stronger teacher ICT skills can also support local projects, like community mapping, school gardens, or small research activities, turning technology into a tool for participation and local development.
ICT rides the rural roads
By taking Colombia Aprende into PDET territories, training 180 teachers, and planning a wider expansion for 2026, the Ministry of Education is making a clear statement, rural classrooms deserve full digital opportunities, not simplified versions.
Thanks to a smart mix of online and offline tools, plus support from the National Army, students in remote areas can start to see screens and devices as windows to knowledge, not just distant promises.
If the strategy continues to grow, the typical image of a rural classroom with few resources may slowly change into one where ICT, curiosity, and local culture work together every day to build a fairer future.