This quasi-experimental study assessed how insect-robot competitions, used as an innovative didactic strategy, impacted elementary school students in a rural context. Researchers worked with 31 sixth-grade students (ages 10-12) attending Simón Rodríguez School in Riobamba, Ecuador. The interven-tion guided students in constructing and competing with insect robots made from recyclable materials and essential electronic components. Pre-post test analysis revealed students made significant improvements across four di-mensions: technical comprehension (Δ=2.38), practical skills (Δ=2.21), atti-tudes and motivation (Δ=2.34), and specific capabilities (Δ=2.33). Statistical analysis identified significant differences (p<0.001) between pre- and post-intervention measurements. These findings indicate that educational robotics competitions effectively develop STEAM competencies in rural contexts with limited resources, supporting meaningful learning and technological in-clusion, evidence supporting the positive impact of insect-robot competitions as a didactic strategy in rural education. The findings indicate significant im-provements across multiple learning dimensions, with effect sizes that sur-pass those reported in urban contexts. These findings extend the existing ev-idence to rural contexts, demonstrating that effective technological strategies are feasible even with limited resources.