Digital Divide in Rural Education in Chinese Schools: Exploring Issues and Opportunities

ABSTRACT The primary objective of this study is to investigate digital inequality in rural education, with a particular focus on implementing effective strategies aimed at mitigating its effects—specifically through enhancing digital literacy among students and educators. The sample comprised 250 students and 50 teachers from two rural schools in China. Data collection instruments included the Digital Inequality Scale and the Digital Literacy Scale, tailored respectively for students and educators. The analysis revealed a significant reduction in the level of digital inequality among both students and teachers. Notably, students demonstrated marked improvements in educational factors (an increase of 6.20 points) and infrastructural factors (5.98 points). Among teachers, the greatest improvements were likewise observed in infrastructural (6.12 points) and educational (6.05 points) domains. This study contributes empirical evidence to inform the development of educational policies and targeted strategies for narrowing the digital divide in rural schools.