Navigating the digital divide in open distance and e-learning: perspectives from urban and rural student teachers

In an era of digital transformation, integrating technology into education is essential; yet disparities in access, literacy, and engagement persist between urban and rural student teachers. This study examines these differences within an Open Distance and e-Learning (ODeL) institution, focusing on student teachers during their teaching practice. Grounded in Digital Divide Theory and the Technological Pedagogical Content Knowledge (TPACK) framework, the study employs a qualitative multi-case approach to compare the digital experiences of urban and rural student teachers in South Africa. The study involved sixteen purposively selected fourth-year student teachers, comprising ten from rural schools and six from urban schools, who were completing their teaching practice within the College of Education. Findings reveal that rural student teachers face significant barriers, including unreliable internet, limited digital resources, and inadequate institutional support. At the same time, their urban counterparts benefit from structured digital training and greater access to technological tools. Additionally, gaps in digital literacy are evident, with rural student teachers relying on mobile-based tools and self-directed learning, whereas urban students engage with more advanced digital platforms. These disparities impact their ability to integrate technology effectively into classroom instruction. The study concludes that addressing the digital divide in teacher education requires more than just device access. Targeted interventions, such as digital literacy training, mentorship programmes, and improved infrastructure, are critical for equitable technology integration.