Digital Equity in Practice: Exploring the Gaps Between Chinas National Policies and School-Level Realities

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The findings show a significant gap between national policies and the real experiences of schools in terms of digital equity.
Digital inequality persists despite policies aimed at enhancing access, highlighting deficits in support systems and teacher training.
Case studies indicate that rural students face challenges in digital participation, limiting their educational outcomes.
The analysis suggests that achieving digital equity requires context-sensitive policies that prioritize community involvement and teacher preparation.

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Discourse analysis reveals digital divide issues in rural schools under national policies, suggesting a need for localized solutions.

Huajin Tang (2025) studied this question.

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