Resilient and Inclusive Education in Crisis: Offline Innovation With Exelearning to Ensure Academic Continuity.

Abstract

This article explores the implementation of offline educational tools, specifically eXeLearning, to ensure academic continuity in crisis contexts such as blackouts and natural disasters. Through a quasi-experimental design applied to 165 students in online, hybrid, and semi-presential modalities, the impact of this technology on academic progress and task submission is evaluated, with average increases of 23.34% and 21.67%, respectively. The research highlights the ability of eXeLearning to mitigate educational inequalities in communities with limited connectivity, promoting autonomous and inclusive learning. Additionally, innovative pedagogical strategies, such as gamification and project-based learning, are integrated with advanced technologies like artificial intelligence, reinforcing personalization and adaptability in teaching. This approach not only addresses educational needs during technological disruptions but also fosters essential socio-emotional skills for educational resilience. The findings demonstrate that combining offline tools with inclusive pedagogical methodologies is an effective solution to ensure equitable access to quality education, aligning with the Sustainable Development Goals (SDGs). The article concludes by emphasizing the urgency of adopting educational policies that prioritize hybrid models and flexible technologies to tackle future crises. These results open new perspectives on how offline tools can transform education, ensuring continuity and equity in adverse scenarios.