Digital learning policies often assume that every learner can rely on a laptop-based connection at home, even though evidence from many lower-income regions shows the opposite. In Ecuador, as in much of Latin America, secondary students’ digital experience is largely defined by whichever devices (if any) their families can share. Understanding students’ real access to digital technologies (DTs) is therefore essential for designing meaningful and inclusive virtual learning environments (VLEs). Given these considerations, the main objective of this study was to assess the technological conditions of students’ home settings and explore the role of family perceptions in shaping a user-centred VLE to support English language learning for secondary education.

This study analysed data collected through the COMCEFAM questionnaire, a validated instrument applied to 119 families at a public school in Riobamba, Ecuador. The survey aimed to identify the availability of digital devices at home and parental attitudes towards educational technology (ET). Results reveal a strong dependence on mobile phones, with limited access to laptops, tablets, or desktop computers. Parents expressed overall support for the use of ET, although limited training and reported difficulties in using digital tools may hinder their ability to support their children’s learning at home.

Bearing in mind these contextual limitations, the findings are being used to inform the foundational principles guiding the ongoing development of a VLE adapted to the realities of the target group (eighth to tenth grade in Ecuadorian secondary education). Preliminary design considerations include mobile-first accessibility, low-bandwidth content, flexible offline options, and short, self-contained tasks aligned with students’ digital contexts. Additionally, student-centred methodologies and thoughtful technology integration are being considered to ensure relevance and usability in resource-limited settings.

The analysis of home-based data and its instructional implications may prove useful for educators and researchers working in similar educational contexts, particularly those aiming to align ET initiatives with the everyday experiences of learners and their families.

Keywords: Digital divide, Educational technology, Secondary education, User-centred design, Virtual learning environment.