The school located in rural territories is a different school model since the diversity of ages, abilities and interests is its primary characteristic that makes it an educational space in which innovation is a pedagogical challenge that should allow a structural transformation aimed at promote inclusion and social justice. Based on this premise, the article addresses the meaning of innovation within the framework of the rural school so that the way we face innovative processes makes them pedagogical challenges in creating an open and connected school with the territory, a school that value the local within the framework of the digital village and an inclusive school that teaches to learn and included in the territory in which it is located.In this way, the elements that characterize the school located in rural territories as a different school lead us to a critical reflection on the contexts, pedagogical practices and the relationship between the two based on the idea that diversity is the reference to transform the socieducative reality of the 21st century.