Culturally Responsive E-Learning for Indigenous Educators in Chile: Insights From an ICT Training Initiative

Abstract

Traditional educators in Chile are crucial in teaching indigenous languages and cultures within the formal school system. Decree no. 301 of the Ministry of Education, which regulates their teaching role, states that there is no compulsory formal teacher training for them, but that the State must offer them relevant training opportunities. To support this need, a virtual training program for traditional educators has been developed, which is delivered on the virtual platform “Kimeltun” and allows them to participate in classes independently. In this article, we present the results of this initiative, highlighting the experiences of 20 active traditional educators who participated in the program. The findings indicate that participants significantly improved their knowledge of the subjects covered, particularly, regarding educational theories and pedagogical methods pertinent to their indigenous heritage. The educators positively assessed the content and structure of the classes. Nevertheless, the study also revealed that the knowledge of certain topics, such as the complex specifics of Mapuche educational methods, was deepened. Additionally, the results emphasize the necessity of enhancing digital competencies among educators, especially those with limited experience in digital tools. This study underscores the potential of virtual training platforms such as Kimeltun for bridging educational gaps and enhancing the pedagogical skills of traditional educators, thereby fostering the preservation and transmission of indigenous knowledge within the formal education system.