Abstract

The effect of interactive whiteboards on the production of narrative texts in the native language of indigenous students of the Faculty of Education of the National Intercultural University of the Amazon in Peru was determined. The study was applied with an experimental, explanatory design. The texts produced by 120 students were evaluated, equally divided into two professional careers, and separated into five Amazonian indigenous groups. Observation was used, and the evaluation was carried out at two moments (pre and post-test) using a rubric and a checklist. The Wilcoxon test and the U-Mann Whitney test were used to compare results. It was determined that using interactive whiteboards improved the skills in text production in indigenous students, with marked differences between literary and artistic production. Greater effectiveness was determined in students with a professional career in Primary Education. The texts showed better levels of artistic production than literary production. The relevance of the involvement of teachers in increasing the effectiveness of using these digital tools in class sessions is pointed out, requiring the adoption of institutional strategies that subsume the intercultural vision as a process and not as a result. It is recommended that the Faculty of Education strengthen teacher training focused on the effective use of interactive whiteboards, emphasizing their impact on indigenous language preservation and artistic expression. Finally, institutional strategies should adopt the intercultural vision as a continuous process, enhancing curriculum design to encourage the digital and cultural competencies needed to bridge traditional narratives and modern technologies.Keywords: Digital tools, Indigenous groups, Higher education, Text production.