Improving Digital Literacy of Rural Primary School Teachers: A Case Study in Northern Guangdong, China
DOI:
https://doi.org/10.54097/evr5ma75Keywords:
Rural Teachers' Digital Literacy, Urban-Rural Digital Divide, Teacher Professional Development, Chinese Educational InequalityAbstract
This study investigates the digital literacy of rural primary school teachers in northern Guangdong, China, where rapid educational digitization coexists with persistent urban-rural disparities. Through a questionnaire-based research approach (N=192 valid responses) and institutional analysis, we identify three critical bottlenecks: (1) a cognitive-practical dissonance (awareness mean=3.73 vs. application mean=3.25), (2) adaptive barriers in technology integration (only 28.6% problem-solving success rate), and (3) motivational-innovative disconnection (84.1% value lifelong learning but 10.8% demonstrate innovative teaching).Multidimensional assessment reveals a hierarchical competence pattern: digital ethics (M=4.62) > technical knowledge (M=4.05) > application skills (M=3.80). The findings highlight systemic constraints including aged teacher demographics , resource scarcity, and homogeneous training models.
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