Estrategias para la enseñanza de la programación con recursos tecnológicos limitados en instituciones educativas

Teaching programming in elementary, secondary, and non-specialized higher education has become a priority, but in contexts with limited connectivity and equipment, equity gaps and fragmented experiences persist. This article seeks to synthesize viable and highly cost-effective strategies for teaching programming under technological constraints. An exploratory literature review was conducted using a predefined protocol, a multilingual search (2010–2025) in indexed databases, a two-phase selection process by independent reviewers, extraction into a standardized matrix, assessment of methodological quality, and a comparative narrative synthesis by families of strategies and criteria of effectiveness, minimum requirements, and scalability. The evidence converges on the fact that unplugged activities, programming in pairs, peer instruction with analog resources, pedagogical use of phones through micro-tasks and lightweight offline environments, and tangible resources or disconnected robotics can sustain learning and motivation even with minimal infrastructure, provided that the transfer to pseudocode and code is planned, collaboration and formative assessment protocols are established, and materials and moments of connectivity are managed. It is concluded that the impact depends more on instructional design than on increased hardware and that it is advisable to prioritize didactic architectures, printed materials, rubrics, and situated teacher training.