Systemic analysis of educational vulnerability

Abstract

This article systematically analyzes educational vulnerability in rural contexts, identifying the systemic dimensions that shape this problem. The findings are presented on the multidimensional nature of educational vulnerability as a complex phenomenon where interrelated structural, procedural, and contextual factors converge, transcending traditional unidisciplinary approaches. The methodology is based on the sociocritical paradigm with a descriptive-exploratory approach, employing a systematic documentary review of 4,720 scientific articles indexed in Scopus through progressive filtering until obtaining 251 relevant articles, using content analysis and bibliographic matrices for systematization. The main results show an upward trend in scientific production on educational vulnerability (2015-2025), with a predominance of developed countries, limited Latin American participation, and dominance of Social Sciences (42.9%). The conclusions establish that educational vulnerability constitutes a multidimensional phenomenon where socioeconomic, geographic, institutional, pedagogical, and cultural factors operate interdependently. Sociocritical, ecological, and human capabilities approaches are emerging as predominant theoretical frameworks; there is a significant gap between international academic output and the contextual realities of rural Colombia.