This study explores the challenges and opportunities associated with the integration of technology in rural primary schools, focusing on the proficiency of teachers in utilizing Technological Pedagogical Content Knowledge (TPACK). It considers the obstacles encountered by rural teachers such as the lack of access to digital technology, poor connectivity, lack of professional improvement, and the difference between the development in technology and the level of teacher expertise. The paper identifies the effect of these difficulties on student engagement and performance. It explores how to do so through research proposing strategies to cope with these challenges, including a need to strengthen technological infrastructure, expand teacher preparation, and finance life-long professional growth. The study also provides some suggestions to interventionists to guide the policymakers to make sure that the necessary resources, training, and support are accorded to the rural schools so that they can incorporate technology into their system. With the help of these issues, the study will offer a reflection of how the teaching practices can be changed in rural areas to make the educational process more equal and engaging to all students.
Jiang et al. (2025) studied this question.