Pedagogical practices in multigrade classrooms: a comparative qualitative study

Abstract

Multigrade, single-teacher schools constitute a significant modality within the Ecuadorian rural education system and face persistent structural limitations related to infrastructure, connectivity, and teaching resources. The objective of this study was to comparatively analyze the teaching strategies implemented in four single-teacher schools in the Pedro Carbo canton, Guayas province. A qualitative, descriptive, and exploratory study was conducted, employing a multiple-case design. Four teachers and 87 students participated. The research methods used were non-participant observation, semi-structured interviews, focus groups, and thematic analysis supported by comparative matrices. The results showed the simultaneous management of three to six grades, the use of flexible routines, the application of differentiated activities with recycled materials, and the implementation of immediate formative feedback. Technological integration was limited due to connectivity restrictions and the availability of devices. In the schools with greater community participation, micro- pedagogical projects linked to the local environment emerged. The evidence obtained shows that multigrade teaching relies on teacher creativity, community resilience, and shared family responsibility. It is concluded that these practices require differentiated educational policies that recognize the specific needs of rural areas and reduce gaps in resources and access to technology.