The Logical Starting Point, Realistic Dilemma and Path Selection of Digital Literacy Improvement of Rural Teachers in Primary and Secondary Schools

Abstract

With the swift advancement in information technology, digital literacy has emerged as a cornerstone of teachers’ pedagogical capabilities, yet it remains underappreciated. Presently, most individuals’ understanding of digital literacy is confined to the operational use of electronic devices, which hinders addressing challenges that impede the enhancement of teachers’ digital literacy. These challenges include systemic educational barriers, inadequate campus infrastructure, limited teacher proficiency in digital tools, and the urban-rural digital divide. This paper centers on enhancing the digital literacy of rural primary and secondary school teachers. It provides a concise analysis from three perspectives: theoretical foundation, practical obstacles, and strategic approaches. To address these issues, the paper suggests several measures to refine policies and infrastructure, boost teachers’ digital application skills, and narrow the urban-rural digital gap. By leveraging policy frameworks for guidance, ensuring adequate school support and resources, and fostering teacher awareness, the goal is to elevate the digital literacy of rural educators. This will better align with the demands of modern education and contribute significantly to the revitalization of rural education.