The Impact of Limited Educational Resources on English Teaching and Learning in Public Schools El impacto de la escasez de recursos educativos en la enseñanza y el aprendizaje del inglés en las escuelas públicas

Resumen

This study aims to analyze the impact of limited educational resources on English language teaching and learning in public schools through a systematic literature review following the PRISMA approach. To this end, a total of 15 scientific articles were selected and analyzed from various databases, allowing the search to be narrowed down based on inclusion criteria that prioritized methodological quality and the recency of the publications. The review analyzes the studies across three basic dimensions: teaching practices, student learning, and strategies for overcoming resource scarcity. The results demonstrate that the limited availability of educational resources negatively impacts the quality of the language teaching and learning process, restricting the implementation of innovative methodologies and favoring traditional, teacher-centered approaches. Furthermore, students in contexts where limited resources are a persistent factor exhibit lower levels of proficiency. The development of communication skills is hampered, as is the necessary availability of interactive materials and educational technologies. This is all exacerbated by a lack of infrastructure, overcrowded classrooms, and limited teacher training. However, the authors propose several strategies to address these limitations: the integration of accessible technologies, the use of active learning methodologies, and enhanced teacher training. Nevertheless, their effectiveness depends on contextual conditions such as resource availability, institutional support, and educational policies. Finally, the research outlines how to implement comprehensive actions to improve the quality of English language teaching in basic education and reduce existing educational gaps