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3091-1796

DOI:

https://doi.org/10.56519/rdbet688

Vol. 4 No. 9 PP. 47-64

Mayo 2026

PLATAFORMAS DIGITALES PARA LA DIFUSIÓN CULTURAL Y

SOCIOECONÓMICA: UN ENFOQUE CONTEXTUALIZADO PARA

EL APRENDIZAJE DEL INGLÉS COMO LENGUA EXTRANJERA EN

CONTEXTOS RURALES ANDINOS

DIGITAL PLATFORMS FOR THE CULTURAL AND

SOCIOECONOMIC DISSEMINATION: A CONTEXTUALIZED

APPROACH TO EFL LEARNING IN RURAL ANDEAN CONTEXTS

César Augusto Narváez Vilema

, Pérez Cárdenas Mireya Karina

, Flores Vásconez Kerlly

Doménica

, Morales Guevara Cielo Anahí

{cesar.narvaez@unach.edu.ec

, mireya.perez@unach.edu.ec

, kerlly.flores@unach.edu.ec

, cielo.morales@unach.edu.ec

}

Fecha de recepción: 27/03/2026 / Fecha de aceptación: 09/05/2026 / Fecha de publicación: 12/05/2026

RESUMEN: El presente estudio tuvo como objetivo diseñar una plataforma web interactiva

para la difusión cultural, turística y socioeconómica de nueve parroquias rurales del cantón

Guano, concebida como un recurso micro curricular para la enseñanza del inglés en contextos

rurales. La investigación adoptó un enfoque mixto, donde el enfoque cualitativo predomina,

complementado por componentes cuantitativos descriptivos. Entre los principales hallazgos, se

identificó la base cultural común que comparten las nueve parroquias, entre ellas las prácticas

agrícolas, el páramo diverso, celebraciones, gastronomía, y socio dinámicas, que constituyen

particularidad e identidad propia de cada parroquia. La organización meticulosa de cada

elemento en la plataforma digital, presenta coherencia respecto a la identidad cultural y

posibilita el aprendizaje contextualizado del idioma inglés. Se concluye que la plataforma

constituye un recurso accesible y replicable, capaz de articular tecnología, identidad y

aprendizaje significativo, y de aportar al fortalecimiento de la visibilidad territorial y la

pertinencia educativa en contextos rurales.

Palabras clave: construcción de la identidad, diseminación digital, parroquias rurales,

plataformas interactivas, aprendizaje del inglés

ABSTRACT: The study aimed to design an interactive web platform for the cultural, touristic,

and socioeconomic dissemination of nine rural parishes in the canton of Guano, conceived as a

micro-curricular resource for teaching English in rural contexts. The study opted for a mixed-

Universidad Nacional de Chimborazo (UNACH), https://orcid.org/0000-0003-4498-8316

Universidad Nacional de Chimborazo (UNACH), https://orcid.org/0009-0004-4434-0362

Universidad Nacional de Chimborazo (UNACH), https://orcid.org/0009-0003-4948-3306

Universidad Nacional de Chimborazo (UNACH), https://orcid.org/0009-0002-3637-6504

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3091-1796

DOI:

https://doi.org/10.56519/rdbet688

Vol. 4 No. 9 PP. 47-64

Mayo 2026

methods approach, where the qualitative approach prevails, supported by quantitative

descriptive indicators. Among the main findings, it was identified the common cultural basis

shared by the nine parishes, which include agricultural practices, the páramo diversity,

ceremonies, gastronomy, and community practices, that constitute the particularity and

cultural heritage present in each parish. The meticulous organization of each element in the

digital platform suggests coherence towards cultural identity, and provides a contextualized

learning of the English language. It is concluded that the platform represents an accessible and

replicable resource that connects technology, identity, and meaningful learning, while

contributing to the territorial visibility and educational relevance in rural settings

Keywords: Identity construction, digital dissemination, rural parishes, interactive platforms,

english learning

INTRODUCCIÓN

Digital technologies have profoundly transformed the ways in which information, culture, and

knowledge are produced, organized, and disseminated in contemporary society. In this evolving

landscape, digital visibility has become a crucial factor not only for communication but also for

the social, cultural, and economic positioning of communities.

The capacity to represent and project identity through digital environments gradually shapes how

territories interact with broader networks of recognition and development. However, this

transformation has not taken place evenly. Persistent inequalities in access, infrastructure, and

digital literacy continue to widen the gap between urban and rural contexts, leaving many local

realities with limited presence of digital ecosystems.

In rural areas, cultural expression tends to circulate through oral traditions, communal practices,

and localized forms of interaction. These expressions carry strong meaning and depth. Yet, they

rarely enter structured digital systems. Because of this, they are not often documented in a

systematic or organized way online. Their visibility is reduced, and opportunities for preservation,

intergenerational transmission, and external projection become restricted. What emerges

instead are fragmented or partial representations that do not fully reflect their social, economic,

and symbolic complexity.

This can be clearly observed in the canton of Guano. Its nine rural parishes sustain a diverse

cultural heritage with deep roots. Their identities are closely linked to Andean traditions,

agricultural practices, forms of communal organization, and symbolic systems that guide

everyday life. Cultural expression appears in festivities, artisanal production, oral histories, and

collective labor. All of these elements contribute to a living and evolving sense of belonging.

Even so, the way this cultural richness is shared remains mostly informal. In many cases, it

depends on isolated efforts, personal social media accounts, or scattered records. The available

information, therefore, is often dispersed and incomplete. It lacks coherence, which makes it

difficult to understand these parishes as part of an interconnected socio-cultural system.

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A similar limitation can be seen in education. In rural contexts, English as a Foreign Language (EFL)

is frequently taught through standardized materials that have little connection to students’ daily

lives. When learners cannot relate to the content, their engagement tends to remain surface-

level. Under these conditions, language learning often becomes mechanical, centered more on

memorization than on meaningful communication.

When content reflects students’ own sociocultural context, the situation changes. Learning starts

to feel more relevant and purposeful. As Gay (2018) points out, culturally responsive pedagogy

emphasizes connecting new knowledge with learners’ cultural frameworks to promote deeper

understanding.

From this point of view, interactive web platforms present a practical opportunity. They offer

structured spaces where cultural content can be organized and presented in a more coherent

way. Unlike fragmented digital efforts, these platforms allow different types of information to

come together within a single system, which can support both understanding and user

engagement.

Multimedia elements such as images, videos, and interactive tools, can make this representation

more dynamic. They add depth and make exploration more engaging. However, their use requires

balance. As Paas and Sweller (2014) (1) note, too much information or stimulation can overwhelm

users, so clarity should not be sacrificed.

At this intersection of technology, culture, and language education, new possibilities emerge.

Integrating digital platforms into EFL teaching allows for more contextualized learning. Language

stops being treated as an abstract system and becomes a tool for expressing culturally grounded

knowledge (Narváez et al., 2023) (2). When local content is included, students can engage with

English in ways that connect with their own experiences. This often leads to higher motivation

and stronger communicative competence.

Albeit the research on digital education, cultural identity, and language learning has grown, there

is still limited work that brings these elements together, especially in rural Andean contexts. Many

studies address them separately, leaving aside the potential of more integrated approaches. This

gap underscores the need for research that not only documents cultural realities but also

proposes practical strategies for their integration into educational and digital environments.

To diminish the consequences of this phenomenon, the present study aimed to design an

interactive web platform for the cultural, touristic, and socioeconomic broadcasting of the nine

rural parishes of the canton of Guano, articulating it as a contextualized micro-curricular resource

for English language learning (Aguagallo and Narváez, 2025) (3). The proposal sought to

contribute to both cultural visibility and educational relevance by creating a digital space where

local knowledge can be organized, represented, and accessed in a structured and meaningful way.

Furthermore, it positions English not merely as a subject of study but as a communicative medium

through which cultural identity can be expressed and shared.

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To meet this objective, the article is organized in several sections. It begins with the theoretical

foundations that support the integration of digital platforms, cultural identity, and EFL learning.

Then, it presents the methodological approach used in the design of the platform. After that, the

results are described and discussed in relation to the study’s aims and existing literature. Finally,

the article concludes by outlining its main contributions, recognizing its limitations, and

suggesting directions for future research.

Digital platforms and territorial dissemination

Digital platforms are often defined as technological tools designed to store, organize, and

disseminate information. However, such a functional definition proves insufficient when applied

to rural contexts, where digital environments do not merely transmit information but actively

shape the ways in which cultural meaning is constructed, represented, and interpreted. From this

perspective, digital platforms can be understood as spaces that mediate how cultural narratives

are presented. They do not only transmit information; they shape it through processes of

selection, organization, and, at times, simplification. How Ríos et at. (2021) (4) claim, web

platforms settled in rural settings should not be considered third-party channels, but rather

scenarios where cultural narratives happen, evolve, and transform society (p-125).

In this sense, it is highlighted the need to address digital transmission particularly in specific

territories or contexts. If Latin American Andean rural scenarios are analyzed, often digital

narratives overemphasize exposure instead of symbolism. Numbers in online presence may

enhance visual range, but no dot guarantee the authenticity or integrity of such narratives. As

Paredes and Cuesta (2018) (5) highlight, several community-based tourism practices fail since the

strategies behind digital promotion show external narratives that local people do not consider as

part of their identity (p.52).

This limitation reveals that dissemination, when detached from local epistemologies, can lead to

forms of symbolic displacement. In consequence, the way in which content is organized, the

cultural symbols are selected, and the narrative is structured, is presented become decisive

factors in shaping how territories are perceived both internally and externally.

Under these notions, territorial dissemination should not be reduced to simply uploading content

online. Rather, it needs to be understood as a deliberate and organized process that brings

together culturally meaningful narratives capable of reflecting the complexity of local identities

(Narváez, et al., 2026) (6). In this line, the Ministry of Tourism of Ecuador (2020) states that

sustainable tourism strategies are in charge of employing technological aids that respect both

cultural identity and local involvement (p. 34). In concordance with this principle, the present

study proposes a platform design that recognizes and preserves the unique identity of each

parish, instead of relying on homogenizing or standardized representations. This approach seeks

to maintain the internal coherence of cultural systems while making it more accessible and visible

within digital environments.

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Cultural identity and symbolic construction in digital contexts

Cultural identity is widely understood as a dynamic and socially constructed process, shaped

through interaction, shared meanings, and collective practices. From the standpoint of symbolic

interactionism, meaning is not something inherent to objects or practices; rather; it emerges

through social. As Blumer (1969) (7) explains, “human beings act toward things on the basis of

the meanings that the things have for them” (p. 2). These meanings are formed within particular

situations and can change over time. Although this perspective was developed before the rise of

digital environments, it still helps to explain how cultural identity is expressed in online spaces.

When cultural elements such as rituals, agricultural practices, or festivities appear on digital

platforms, they tend to be reinterpreted. This process is not always consistent. In some cases, it

helps maintain their original meaning, while in others it can lead to simplification or distortion.

Paredes and Cuesta (2018) (5) note that “the digital exposure of cultural practices without

contextual explanation risks reducing them to visual consumption” (p. 49). This highlights a key

concern: visibility alone does not guarantee that meaning and context are preserved.

In this study, cultural identity is not treated as a fixed trait, but rather as a way to guide how

content is organized. Cultural elements are not presented as isolated or purely aesthetic units.

Instead, the platform brings them together as interconnected practices within broader social and

symbolic systems. Agriculture, gastronomy, rituals, and festivities are therefore approached as

relational components that collectively construct meaning. This perspective is consistent with

Blumer’s (1969) (7) assertion that meaning cannot be detached from the contexts in which it is

produced and interpreted. By preserving these relationships, the platform seeks to maintain the

integrity of cultural representation while adapting it to digital formats.

English as a foreign language and contextualized learning

In many rural educational contexts, English as a Foreign Language (EFL) has traditionally been

introduced as an external academic requirement, often disconnected from learners’ sociocultural

realities. This approach tends to limit the communicative potential of the language, positioning it

as an abstract system rather than a meaningful tool for interaction. As a result, learning processes

frequently become mechanical, centered on memorization rather than comprehension and

application.

Culturally responsive pedagogy offers an alternative framework by emphasizing the integration

of students’ cultural backgrounds into the learning process. Gay (2018) (8) argues that “when

academic content is disconnected from students’ cultural experiences, learning becomes

mechanical and disengaging” (p. 32). Conversely, when learners are able to relate language to

their own contexts, learning becomes more meaningful and effective. In this regard, Gay (2018)

(8) further explains that “students learn best when they are able to use language to describe,

interpret, and value their own cultural realities” (p. 36).

This perspective is particularly relevant in rural contexts, where local knowledge, traditions, and

practices offer rich opportunities for contextualized language use. Empirical evidence from

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Ecuador supports this view. Ríos et al. (2021) (9) report that “students show higher motivation

and vocabulary retention when English is used to narrate local cultural practices rather than

decontextualized topics” (p. 131). These findings reinforce the importance of aligning language

instruction with learners lived experiences.

Under this approach, concepts surrounding the English language, suggests it functions as a vital

tool, given that is a universal language helpful to disseminate cultural elements, by means of local

content and meaningful learning activities that facilities engagement with the language as well as

the global scope of culture. This shift redefines the role of English from an external requirement

to an instrument for expressing and sharing cultural identity.

Social constructivism and interactive learning environments

Social constructivism offers a solid framework for understanding learning as a process shaped by

social interaction and cultural context. Vygotsky (1978) (10) highlights this idea by noting that

“learning awakens a variety of internal developmental processes that are able to operate only

when the child is interacting with people in his environment” (p. 90). Although this perspective

was originally developed in face-to-face settings, its principles can be extended to digital

environments, where interaction takes place through multimedia resources, symbolic

representations, and user engagement.

However, simply incorporating interactive elements does not necessarily lead to meaningful

learning. What truly matters is how information is organized and presented. Paas and Sweller

(2014) (1) point out, “instructional designs that overload learners with multimedia elements can

hinder rather than support learning” (p. 28). This reinforces the need to carefully manage

cognitive load when designing digital platform.

With this in mind, the platform proposed in this study follows a clear and structured organization

of content. Interactive features, such as maps, image galleries, and audio descriptions, are

included in a selective way, ensuring that they support understanding rather than distract from

it. This approach reflects a deliberate pedagogical choice that prioritize clarity, coherence, and

usability, where interaction serves as a means to enhance learning rather than an end in itself.

Gamification and digital engagement: A critical perspective

Gamification has been widely promoted as a strategy to increase user engagement in digital and

educational environments. While it can enhance motivation, its effectiveness depends on how it

is implemented. This study approaches gamification from a critical perspective, acknowledging

that not every form of engagement necessarily leads to meaningful learning. As Paas and Sweller

(2014) (1) state, “engagement should not be confused with learning effectiveness” (p. 31). It is

essential to understand the consequences of abusing reward or competition-based dynamics, as

this leads to superficiality and diminishes the value of the content. In cultural contexts, this is

especially problematic, as it can lead to the simplification of practices with deeper meaning.

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Considering this aspect, the platform does not allow competition or rewards to be the central

focus, instead it includes interactive elements, such as exploration tools that encourage users to

engage with cultural content in a culturally meaningful way. This approach seeks to balance

engagement with depth, ensuring that interaction supports both learning and cultural

understanding.

MATERIALES Y MÉTODOS

Research design

This study adopts a mixed-methods approach with a predominantly qualitative orientation,

complemented by quantitative elements to support the systematic organization and structuring

of digital content. Mixed-methods research is defined as an approach that integrates qualitative

and quantitative data to provide a clearer understanding of a research problem (Creswell, 2009)

(11). This study integrated both approaches in order to support the examination of cultural

implications, simultaneously, this data guided the design of the digital platform created to

disseminate heritage of Guano's parishes.

The research combines descriptive and propositional design. In a first approach, the descriptive

component focuses on characterizing the cultural, touristic and socioeconomic features of the

nine rural parishes of Guano, comprising traditions, festivities, symbolic elements and productive

practices such as agriculture and livestock farming. This stage does not seek to manipulate

variables but rather to systematize and interpret existing information in order to understand the

current state of cultural dissemination in these territories.

At the same time, the study is propositional in nature, as it advances a concrete solution to the

identified problem: the limited and fragmented digital dissemination of rural cultural heritage. In

this sense, the design and development of an interactive web platform is conceived as a practical

and context-sensitive response, grounded in prior analysis and supported by theoretical

frameworks related to digital environments, cultural identity, and educational technology

(Hernández-Sampieri et al., 2014) (12).

Context of the study

This study was carried out in the canton of Guano, in the province of Chimborazo, Ecuador and

focused on the nine rural parishes: San Andrés, La Providencia, Ilapo, Santa Fé de Galán, San José

de Chazo, Guanando, San Gerardo, San Isidro, and Valparaíso.

These parishes share a strong cultural identity shaped by Andean traditions, agricultural practices,

communal organization, and local knowledge systems. Despite this richness, their presence in

digital environments is still limited, fragmented, or informal, which restricts and reduces

opportunities for cultural and touristic dissemination.

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The study was conducted within the framework of the formative research project “English

Teaching for Cultural Identity Project (ECIC)”, developed during the 2025-2S academic period at

Universidad Nacional de Chimborazo (UNACH). This project provided an academic and contextual

foundation for gathering and organization the information used in the study.

Data collection techniques and instruments

Data collection was primarily conducted through documentary analysis and structured

observation.

Documentary analysis included the review of:

• Academic literature related to cultural identity, digital dissemination, and EFL learning

• Institutional documents and governmental reports

• Official websites and digital platforms associated with the rural parishes

This technique allowed for the identification and systematization of relevant cultural, touristic,

and socioeconomic information.

In addition, structured observation was applied to identify and categorize key cultural elements,

including traditions, festivities, productive activities, and symbolic practices. This process made it

possible to organize the content into thematic categories that reflect the identity of each parish.

As part of the methodological process, a digital design instrument was incorporated through the

development of a prototype web platform using Odoo. This tool enabled the structured

organization of information, the creation of interactive sections, and the integration of

multimedia and navigational elements. The platform itself functioned as both an instrument and

an outcome of the research.

Data analysis

The study employed both qualitative and quantitative strategies for data analysis. Qualitative

data were analyzed using an inductive thematic approach, allowing for the identification of

recurring patterns and categories related to cultural identity, heritage, and territorial

representation. This process involved the classification and interpretation of information

gathered from documentary sources and observations.

Quantitative elements were incorporated through descriptive analysis, focusing on the structural

organization of the platform. This included criteria such as:

• Logical hierarchy of information

• Usability and navigation structure

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• Distribution of content across sections

• Integration of multimedia elements

Rather than statistical inference, the quantitative component supported the evaluation of the

platform’s design in terms of clarity, accessibility, and coherence.

Procedure

The methodological process was carried out in four interconnected stages: the study began by

identifying a central issue, the limited and fragmented dissemination of cultural and touristic

information across the rural parishes of Guano. This initial step helped define the focus and

direction of the research.

Next, relevant information was gathered from both documentary and digital sources. This

material was then carefully organized and classified into thematic areas such as: culture, tourism,

production, and territorial identity, allowing for a clear understanding of each parish.

The third stage was consistent on the development of the interactive web platform using Odoo

as a digital tool. The platform was divided into sections and an easy-to-use interface to navigate

throughout the website. The key characteristic of each section included image galleries, maps of

each parish, link of official parish social media and official websites. Additionally, the website

presents an interactive section made by elements of gamification to combine both exploration

and engagement.

Finally, the content was reviewed to ensure coherence, accuracy, and consistency throughout the

platform. This stage aimed to guarantee that the cultural identity of each parish was represented

in a respectful, organized, and meaningful manner.

Validity and reliability

The validity of the study was ensured through data triangulation, combining multiple

documentary sources, institutional materials, and digital records. This approach strengthened the

credibility of the information and minimized bias derived from single-source data.

Reliability was addressed through a process that included systematic review, data collection, and

analysis. Furthermore, categorization criteria and a structured organization of the website

content were implemented. Finally, the use of an organized digital platform contributed to

ensuring consistency in the presentation of information. Throughout the study, academic

thoroughness was maintained to clearly define research procedures in order to ensure

transparency at every stage of the process.

Rather than aiming for statistical generalization, the study seeks to offer a context-sensitive and

replicable model that can support cultural dissemination and contextualized EFL learning in rural

settings.

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RESULTADOS

The findings of this study indicate that the design and implementation of an interactive web

platform constitute a contextually grounded and pedagogically meaningful strategy for the

cultural, touristic, and socioeconomic dissemination of the rural parishes of the canton of Guano.

Results compilation was carried out through qualitative examination, focused mainly in

quantitative parameters that strengthen the categorization and analysis of data.

Throughout the data-driven analysis, it was revealed that there is a strong cultural consistency

surrounding the Guano rural parishes, which is heavily manifested across several emblematic

practices. Following this line of thinking, cultural identification could not be seen merely as a

combination of individual elements, but rather as a solid structure involving vital items such as

agricultural practices, cultural ceremonies, collaborative traditions, and gastronomy, that best

reflect their interrelation.

This interpretation is consistent with the principles of symbolic interactionism, which understand

meaning as something constructed through social interaction and shaped by specific contexts

(Blumer, 1969).

The thematic analysis led to the identification of key cultural categories, which are summarized

in Table 1.

Table 1. Thematic categories identified across parishes

Thematic Category

Description

Presence Across

Parishes

Ancestral Agriculture

Traditional practices, especially corn cultivation

9/9 (100%)

Biodiversity (Páramo)

Flora and fauna linked to highland ecosystems

8/9 (88.9%)

Rituals and Festivities

Religious and cultural celebrations

8/9 (88.9%)

Traditional Gastronomy

Local food practices and products

9/9 (100%)

Community Practices (Mingas)

Collective work and social organization

7/9 (77.8%)

Local Economy

Agriculture, trade, and small-scale production

9/9 (100%)

Source: Elaborated by the authors.

As shown in Table 1, agriculture and gastronomy are present in all parishes, confirming their

central role in both cultural identity and local economies. Meanwhile, biodiversity and ritual

practices, although slightly less widespread, remain highly representative. These findings

reinforce the existence of a shared cultural structure with localized expressions, rather than

fragmented or isolated identities.

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To counterpart this explanation, Figure 1 illustrates the distribution of the main cultural elements

across the parishes.

Figure 1. Distribution of key cultural components across parishes

Source: Elaborated by the authors.

Figure 1 shows how the main cultural components are distributed across the nine rural parishes.

Elements such as agriculture, gastronomy, and local economy appear constantly in all cases, while

aspects like biodiversity and communal practices present slight variations. The idea of each parish

presenting individual biodiversity within the canton is strengthened by the previous mentioned

concept: cultural consistency.

These conceptions highly contributed to the structurization of the webpage. Starting by how the

information was categorized into structured sections, considering essential cultural aspects, then

followed by easy-to-follow and contextualized content. The web platform presents content in an

innovative way, blending cultural elements and providing an integrated perspective of territorial

belonging.

Figure 2. Screen shot of the platform

Source: Elaborated by the authors.

Link of the platform: https://guanoparishes.odoo.com/

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From a functional perspective, the platform incorporates a structured and hierarchical

organization, facilitating navigation and user comprehension. The main components and their

pedagogical functions are presented in Table 2.

Table 2. Digital platform functional structure

Component

Description

Pedagogical Function

Interactive Maps

Geographic visualization of parishes

Spatial understanding

Image Galleries

Visual representation of culture

Cultural recognition

Audio Descriptions

Narratives in English and Spanish

Listening comprehension

Thematic Sections

Organized cultural categories

Structured learning

External Links

Connection to official parish sources

Information expansion

Source: Elaborated by the authors.

How Table 2 states, the meticulously selection of each digitized item provide a particular didactic

aim which interconnects language learning and cultural diffusion. The particular structure of the

website highlights the conceptions of the Cognitive Load Theory, emphasizing the challenge to

display information in an understandable and objective manner (Paas & Sweller, 2014). The page

was specifically designed under the Germane Cognitive Load type since it focuses on how the

web’s content is be transferred from temporary information to long-lasting knowledge that will

prevail and take importance for each user.

Quantitatively speaking, the whole website incorporates 80% of audiovisual materials, which

reinforces the concept of a structured platform.

A significant qualitative outcome of the study is the role of the platform as a mediating tool for

contextualized English language learning. English is embedded within culturally relevant content,

allowing users to interact with vocabulary and expressions linked to their own realities. This

approach aligns with culturally responsive pedagogy, which highlights the importance of

connecting learning to students’ cultural contexts (Gay, 2018).

Furthermore, the website highlights the viability in terms of technology since it allows access from

any technological device such as cellphones, tablets, or computers. This aspect diversifies its

capability of reaching both urban and rural scenarios. With its easy-to-use interface, the designed

platform promotes exploration as well as low cognitive load, which enhances the user-platform

interaction.

Qualitative aspects surrounding this insight were validated by local communities, which included

parish representatives that considered the website a constructive and significant instrument to

spotlight culture and identity. Participants emphasized its role in promoting intergenerational

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knowledge transmission, transforming local practices into structured digital content while

preserving their symbolic meaning.

Table 3 presents a synthesis of the cultural and socioeconomic approaches identified for each

parish.

Table 3. Cultural and socioeconomic approach by parish

Parish

Main Cultural-Socioeconomic Focus

San Andrés

Hiking, Andean forests, potato and barley agriculture

San Isidro

Corn-based traditions, beverages (chicha, morocho), festivities

Ilapo

Ecotourism, medicinal plants, quinoa production

San Gerardo

Communal work (mingas), agriculture, local narratives

Guanando

Harvest traditions, corn festivals, agricultural trade

San José de Chazo

Symbolic importance of corn, community tourism

Santa Fé de Galán

Syncretic festivals, gastronomy, diverse agriculture

La Providencia

Rural tourism routes, gastronomy, livestock

Valparaíso

Páramo landscapes, agriculture, wine and strawberry production

Source: Elaborated by the authors.

Finally, Figure 2 presents a conceptual model that synthesizes the integration of cultural identity,

digital platform design, and contextualized EFL learning.

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Figure 2. Conceptual integration model

Source: Elaborated by the authors.

Figure 2 illustrates the relationship between cultural identity (expressed through thematic

categories such as agriculture, rituals, and gastronomy), the digital platform (structured through

multimedia and interactive design), and English language learning (as a contextualized

communicative tool). This model highlights the integrative nature of the proposal.

Overall, the results demonstrate that the platform does not function merely as a repository of

information but as a structured, pedagogically oriented environment that connects cultural

representation with language learning and digital accessibility.

DISCUSIÓN

The findings of this study suggest that the design of an interactive web platform constitutes a

contextually relevant response to the need for structured cultural dissemination in rural

territories, while simultaneously supporting meaningful and contextualized English language

learning. Consistent with the results, the platform does not operate merely as a repository of

information but as an integrative environment where cultural identity, digital representation, and

language use converge.

This convergence highlights how cultural coherence co-exists among the rural parishes of Guano

with specific items, which include ceremonies, community practices, cultural variety, and

agricultural practices that are a whole system with several variations. Descriptively speaking,

agricultural practices are present in each rural parish without exception, being the corn plantation

and the shared communal activities the basis for the complementation of quantitative insights.

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These findings are consistent with the idea that cultural identity is not made up of isolated

elements, but rather emerges from the relationship between interconnected practices (Blumer,

1969) (13). In this sense, organizing the platform around thematic categories helps preserve these

connections, avoiding the fragmentation often seen in digital representations of rural contexts.

Similarly, this design aligns with culturally responsive teaching. As Gay (2018) (8) suggests,

learning becomes more meaningful when it contents with students’ cultural experiences. In this

case, English is embedded within culturally relevant content, allowing users to engage with

language through familiar contexts. This shifts the focus from abstract language learning to a

more contextualized use of English as a tool of communication and cultural expression.

These results also resonate with recent studies in EFL contexts. As Samiei and Ebadi (2021) (4)

suggest, learners are demonstrated to have higher comprehension levels and the willingness to

learn when they are exposed to technological-supported learning environments and

contextualized-pedagogical activities. Following the same line of research, the study conducted

by Ali et al. (2022) (15), claims that there is a positive outcome between the combination of

authentic content and didactic structures as they provide a motivational environment and

meaningful learning. This research supports heavily the present study as there is a relationship

between rural Andean scenarios and contextualized learning of cultural identity.

From the constructivist approach, the website offers a holistic perspective about active and co-

constructed learning. Vygotsky (1978) (10) claims that there is a strong need of situating the

learner in content-rich environments that facilitates their learning. Nevertheless, Gruenewald

(2023) (16) states the importance of integrating authentic academic scenarios with social context.

In this sense, the web platform emphasizes the need to explore context-rich content related to

Andean areas in terms of agriculture, cultural diversity, and community practices, through the

English language in order to expand the scope of learning and transform it to meaningful learning.

With this consideration, it is essential to highlight how the pre-analysis in the creation of the

platform influenced in its outcomes. The platforms is an interconnected and structured network

of cultural elements, which employs more than 80% of multimedia resources to maintain a

balance between the Cognitive Load Theory and the diffusion of content, suggesting low cognitive

load and better information retention (Paas & Sweller, 2014) (1). The ultimate purpose of the

website is to show clear and concise organization, technological interaction, and coherence

between sections.

The study involves not merely the cultural aspects of the rural parishes, but the social impact of

it. With the feedback obtained from parish representatives, it can be suggested that the website

holds a strong potential as it represents genuinely their cultural identity, their preservation of

information, and the transmission to future generations. With this finding on mind, digital

diffusion of cultural heritage happens not only through community unity, but under principles of

sustainability and legitimacy, as Hidayah et al. 2025 (17) exposed. For that reason, the website

clearly transmits the information by promoting preservation and recontextualization of local

knowledge.

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DOI:

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However, it is important to manifest that these findings should be understood within the scope

of the study. While the results point to a strong potential in both educational and cultural terms,

the research remains primarily descriptive and propositional. For this reason, any implications

related to language learning outcomes are better seen as theoretically grounded projections

rather than direct measured effects. In this sense, future line of research can be developed under

this study by implementing quasi-experimental or experimental designs in order to probe the

impact that the website holds in areas such as effective communication, literacy proficiency, and

vocabulary development.

Ultimately, the research study derivates future discussions on how to merge three main aspects:

language learning, culture, and technology, in rural scenarios. Exemplifying, the model applied in

the creation of the platform can be adapted to similar contexts by contextualizing the learning

and preserving the cultural identity. In this sense, technology is not treated as an end in itself, but

as a mediating tool that, when grounded in local realities, can enhance both educational

relevance and cultural visibility

CONCLUSIONES

The main aim of this study was to design an interactive web platform for the dissemination of the

cultural, touristic, and socioeconomic heritage of the rural parishes of the canton of Guano, while

simultaneously articulating it as a micro-curricular resource for English as a Foreign Language

(EFL) learning within a rural Andean context.

Based on the findings, the proposed platform can be understood as a contextually grounded

digital resource with academic, social, and touristic value. With the structuration, the complete

free access, and employment of audiovisual materials, the knowledge is presented in an

organized, coherent, and accessible way.

Similarly, it involves the English language as a functional tool that engages users into cultural-rich

content and foreign language learning. With that consideration in mind, English is not seen as a

solely language system, but as a diffusional instrument of culture that is responded by

pedagogical-rich approaches.

Obtained results show biocultural fundamentals present in the rural parishes of Guano and its

connection with Andean elements, including biodiversity, agricultural practices, specifically those

based on corn plantation, community practices, and local festivities. Trough the qualitative

analysis and descriptive indicators, it can be suggested that there is indeed a consistent territorial

identity which safeguards local variations.

Furthermore, each one of the parishes holds distinctive touristic and cultural elements which

reinforces the idea of a territorial diversity. For instance, the well-known mountain-based

activities such as hiking or ecological routes are characteristic in San Andrés and Ilapo,

agrotourism present in Guanando and San Isidro, sustainable tourism seen in San Gerardo, San

José del Chazo, La Providencia, and Santa Fé de Galán, and finally, production systems obtained

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from páramo-based landscapes in Valparaíso. Each parish profile is represented in the platform

as a way of strengthening cultural presence to expand culture in broader scenarios and promote

tourism.

The most significant insight present in the study involves the recontextualization of the English

language, that most of the time is considered merely as a subject in the academic field instead of

a diffusional aid. The website presents a new concept of how language should be taught assisted

by the implementation of micro-curricular resources and integrated simultaneously with context-

rich scenarios, so that, learners associate and reflect their own sociocultural environment. The

model adopted in the platform can be adapted to similar rural settings who ae concerned with

educating through identity value and language learning.

In the pedagogical area, the website acts as a support tool for teaching in EFL classrooms,

specifically in rural environments where most of the time the information is presented under a

traditional approach, lacking of cultural relevance. The areas of improvement present in the

platform include vocabulary development under real-word scenarios, strengthen of sense of

belonging to a specific territory, and user engagement.

The future scope of research may focus its studies in the particularity of integrating technology in

low-connectivity settings by creating modalities of education that include hybrid or offline version

of the platform, and alternative techniques of assessment to promote deeper understanding of

both the user’s educational and personal experience. In sum, the present study represents the

initial step toward the integration of technology, language education in rural settings, and sense

of belonging, emphasizing the necessity to strengthen cultural diffusion and learning dynamics.

Ethical consideration

The research was carried out following protocols previously established in the academic research.

Since the study is a digital-based and documentary research, the compiled information was

obtained though trustworthy sources that ensure the information compliances with legal and

ethical requirements. There was not a compilation of sensitive or personal data towards the

study. The content present in the website was reviewed beforehand by parish representatives in

order to get validation and accuracy in terms of cultural appropriateness.

The researches declare that there are no conflicts of interest since the study has not received

external funding and has been developed in accordance with the activities proposed during the

2025-2S academic period at the Universidad Nacional de Chimborazo (UNACH).

The use of Artificial Intelligence tools was measured and done merely when needed to support

the academic writing quality and generation of certain features present in the platform such as

images. Every result given by the artificial intelligence tools was carefully analyzed and validated

by each of the authors.

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DOI:

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