The inclusion of digital technology in the teaching and learning process of Spanish as a Foreign Language is presented as the beginning of a deeper transformation process that should take into account the environment and social inequalities in order to continue reinventing itself and fulfilling its mission of preparing future generations for an uncertain and changing world. To succeed in digitization in rural areas, the main stakeholders in the teaching and learning of Spanish as a Foreign Language, in collaboration with the authorities, should develop transformation models and methodologies adapted to the rural environment and realities. A policy should be implemented that specifically addresses the appropriate and timely digitization of the teaching and learning of Spanish as a Foreign Language. The objective of this work is to investigate the digitization of the teaching and learning of Spanish as a Foreign Language as a sociocultural experience, emphasizing the inequalities and disconnections in the appropriation of new information and communication technologies by the actors within digital inclusion. The mixed-methods research methodology employed in this study offers a design that incorporates both quantitative and qualitative data. Data was collected from two hundred students and twenty teachers using a survey technique. The results were analyzed and interpreted using figures and diagrams, yielding a 100% response rate. Based on these findings, it is essential to establish a culture of innovation, commitment, and resilience that integrates sociocultural elements from rural areas to ensure the success of digital transformation.