The Influence of Digital Literacy Challenges on the Enhancement of Teaching Abilities Among Rural Educators: Evidence from Western Guangdong, China

Rural teachers play a pivotal role in the digital transformation of rural education, acting as both advocates and implementers. They also bear the significant responsibility and mission of fostering the development of digital villages. However, while the digitization of education presents valuable opportunities for rural teachers, their limited digital literacy hinders their capacity to engage effectively in the transformation process. This study aims to examine the current state of digital literacy among rural primary and secondary school teachers and investigate the underlying factors contributing to the challenges that impede the enhancement and growth of their digital competencies. The study examined and analyzed the digital literacy of 1,220 rural teachers in western Guangdong, China. The findings revealed significant regional disparities across five dimensions: professional development, digital awareness, digital application, knowledge and skills related to digital technology, and digital social responsibility among teachers. Notably, the degree of these differences increased with the remoteness of the region. Furthermore, the impact of digital literacy on teacher roles was found to be particularly significant for ordinary teachers as well as for principals and administrators. In addition, there are notable disparities in professional development among teachers at various educational stages. The study identified that the primary challenge hindering the enhancement of digital literacy among rural teachers in China is the difficulty in transforming digital awareness and skills. Furthermore, there exists a significant hierarchical differentiation in the digital literacy levels of these educators. The issue of unbalanced professional development is particularly pronounced across different educational stages. The findings not only offer new empirical evidence for advancing the digital literacy framework for rural teachers in China but also serve as an important reference for research aimed at improving the digital literacy of rural educators in other regions.