Digital Tools and Teaching Practice in Early Childhood and Primary Education in Paraguay: A Systematic Review with Policy Implications

Digital transformation is reshaping education systems and labor markets worldwide, increasing the importance of digital competencies from the earliest stages of education. In Paraguay, however, the integration of digital tools in early childhood and primary education remains uneven, shaped by persistent disparities in infrastructure, connectivity, teacher preparation, and institutional support. This systematic review aimed to synthesize and critically analyze empirical and policy-oriented evidence on the use of digital tools in early childhood and primary education in Paraguay. The review was conducted in accordance with the PRISMA 2020 guidelines. Searches were conducted in Scopus, Web of Science Core Collection, ERIC, SciELO, Google Scholar, and additional institutional and policy-oriented sources. The eligibility period covered publications from January 2010 to August 2025, and the final electronic searches were conducted on 20 July 2026. Of 212 records identified, 35 studies met the predefined eligibility criteria and were included in the qualitative thematic synthesis. The findings indicate that teachers’ digital competencies were predominantly basic, while access to digital infrastructure, connectivity, and digital resources varied substantially across geographical and socioeconomic contexts. Digital technologies were most frequently used for administrative, communication, and teacher-centered instructional purposes, whereas evidence of more transformative pedagogical integration was limited. The findings further indicate persistent urban–rural and socioeconomic inequalities and uneven effects of public and institutional digitalization initiatives. These findings suggest that sustainable digital transformation requires equitable investment in infrastructure and connectivity, continuous teacher professional development focused on pedagogical integration, institutional support, and coherent policies aligned with broader digital transformation and workforce development strategies. The heterogeneity and predominantly descriptive nature of the available evidence limit causal inference and quantitative synthesis.