Enhancing Digital Literacy in Rural Education: Strategies for Strengthening TPACK among Primary School Teachers

Enhancing Digital Literacy in Rural Education: Strategies for Strengthening TPACK among Primary School Teachers

Jiang Yutong, Dr. Khairul Azhar Jamaludin

Universiti Kebangsaan Malaysia, Malaysia

DOI: https://dx.doi.org/10.47772/IJRISS.2025.90700071

Received: 23 June 2025; Accepted: 27 June 2025; Published: 30 July 2025

ABSTRACT

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.

INTRODUCTION

Digital literacy is critical in today’s education system, especially in rural areas where schools often lack the resources and infrastructure to integrate technology effectively. Technological Pedagogical Content Knowledge (TPACK) has an important role in improving teaching practices in these settings. TPACK blends technology knowledge (TK) with pedagogical (PK) and content (CK) knowledge to enhance the effectiveness of teaching and learning. Nevertheless, the challenge of adopting and implementing these three components in their practice extends to rural primary schools’ teachers, mostly because of underdeveloped professional development, as well as inferior access to technological support. The paper examines the TPACK proficiency in incorporation among the rural primary school teachers and how each of the components: TK, PK and CK influences the teaching practice so as to provide strategies to enhance technology adoption in a teaching environment that is resource-constrained.

TPACK Framework

The Digital Divide in Rural Education

Rural education systems are often characterized by a significant disparity in access to technology compared to their urban counterparts. Although schools in urban areas adopt digital tools at a very fast rate, schools in rural areas are often hindered by poor infrastructure and poor connection to basic technological resources. The technological disparity affects the education significantly negatively because the educators working in the rural areas might not have access to advances of technology and the knowledge to integrate the new technology into the classroom (Ofosu-Asare, 2024). The absence of access to the internet and updated devices in rural classrooms prevents teachers from integrating the use of technology in their curriculum without any hitch, and it does not allow the students to be exposed to digital literacy (Zhao, 2024). This means that rural students are behind in terms of developing the skills they need to succeed in the new millennium, including problem-solving, teamwork and digital literacy (Amelia et al., 2025).

The shortage of resources and infrastructure goes beyond lack of access to technology to access to professional development opportunities in rural settings by teachers. Teachers with no proper education and guidance will not introduce TPACK into their practices as efficiently as others will because they will have to switch to the changing educational environment (Aslan et al., 2025). Moreover, there is minimal exposure to good practices in digital literacy, and this means that teacher digital literacy does not allow exploring and using innovative teaching methods (Harmadi et al., 2025). Digital divide thus is a limitation not only to accessing technology but also in developing pedagogical and content knowledge about using the technology in classes. Since rural teachers are still confronted with such obstacles, bridging the digital divide is important to facilitate equal quality education opportunities to all students (Ikpeze, 2018).

Technological Challenges in Rural Classrooms

In many rural classrooms, the lack of access to reliable internet and digital tools presents a major obstacle to integrating technology effectively into teaching practices. Ofosu-Asare (2024) notes that rural schools can have substantial difficulties providing the computers and the internet infrastructure needed to support the teaching and learning processes. This problem restricts both students and teachers using online learning tools and digital educational resources that would be beneficial to the learning process. Zhao (2024) contends that bad internet connectivity and lack of digital devices disables the rural students to gain the necessary 21st-century skills making them to be disadvantaged by their urban counterparts. Harmadi et al. (2025) also conclude that lack of basic technology infrastructure in rural schools does not allow teachers to use technology effectively so as to accommodate various learning needs and open lively interactive classrooms.

Along with infrastructure issues, rural classrooms often face a lack of teacher training on how to integrate technology into their lessons. Amelia et al. (2025) indicate that rural educators rarely receive professional development opportunities to become ready to integrate digital tools into their teaching. Teachers in rural regions do not have the relevant knowledge and skills to incorporate technology in manners that would justify student interest and good performance. Gemella (2024) emphasizes the fact that even in cases where digital materials exist, rural teachers fail to efficiently utilize them because they are not equipped with knowledge about new educational technologies. This knowledge deficit and lack of expertise restrains the potential impact of technology integration in such classrooms and hinders the digital literacy of the teachers and their students.

The digital divide between the capabilities of the technological landscape and the prowess of teachers especially in rural areas is highly evident. Even though the technological world of education sector has grown progressively, as Aslan et al. (2025) argue, rural teachers tend to lag behind in both accessibility and capabilities. The digital world requires teachers to become accustomed to the era, and use technology in their classrooms, which is quite a task with insufficient resources or encouragement. Mazabuka (2025) asserts that without relevant professional development and access to stable technology, rural educators might not be ready to apply a new teaching approach and digital tools. Hence, it is highly essential to address these issues to enable the teachers to deal with the gap between the new technological changes and how they can learn to use technologies within their classrooms to make them better learners in the end.

Pedagogical and Content Knowledge Gaps

Rural teachers often struggle to apply modern pedagogical strategies in conjunction with technology due to limited resources and professional development. Through lack of resources and professional development opportunities, rural educators frequently cannot employ contemporary educational techniques that blend with technology. Researchers say that teachers working in rural schools often do not have access to any training which may help them to refresh their pedagogic strategies and introduce technology to their courses (Amelia et al., 2025). Lack of proper professional development means that teachers will be stuck with traditional techniques of teaching which might not maximize usage of available digital tools. Aslan et al. (2025) state that current pedagogy encourages student-centered activities and interaction in learning, yet these practices can hardly be adopted without professional education or the aid of technology. Gemella (2024) additionally notes that the absence of infrastructure, as well as pedagogical skills, poses a major obstacle because it does not allow rural teachers to learn to use technology in new innovative ways to improve student engagement and improve learning outcomes.

Beside the pedagogical challenges, rural teachers also struggle to integrate their knowledge of content with technology to develop motivating and meaningful lessons. Harmadi et al. (2025) posit that content knowledge coupled with technology demands teachers to have knowledge in a specific subject as well as knowledge in structuring technology to enable learning of that subject. Most rural teachers however do not have the skills to meet this integration. However, Zhao (2024) claims that they are not in a position to design educational programs that are content-packed and interesting to learners without thorough knowledge of what they have to teach and what technological support they can utilize to teach it. As Molaoa (2024) continues to outline, the rural teachers especially those in resource constrained settings find hard to adjust their practices of teaching in order to consume as much as they can of digital tools where students do not get chances to interact with the material in an interactive manner. This brings forward the issue of more specific professional human development to fill the gaps in content knowledge and pedagogical strategies to improve technology integration.

Barriers to Professional Growth and Development

Limited professional development opportunities in rural settings significantly impact the ability of teachers to adapt to modern educational demands, particularly with the integration of technology. Ofosu-Asare (2024) further indicates that the rural teachers do not always have access to trainings that center on the integration of technology and new pedagogical approaches. This has led to a climate where the teachers are poorly equipped to overcome the digital divide and integrate technology in their classrooms. Aslan et al. (2025) state that lack of unending professional development disadvantages rural educators over urban educators who regularly receive more and varied training opportunities. In addition, as Gemella (2024) notes, this absence of professional development may also pose a threat to the development of digital literacy skills among teachers, who are not able to utilize technological resources fullest potential to enhance learning among learners.

Moreover, the unwillingness to change is also one of the most typical barriers among rural teachers who have some experience in the traditional model of teaching. Zhao (2024) added that rural educators have used traditional pedagogical practices over the years and are reluctant to adapt new technology-based teaching practices. This reluctance to change may stem from teachers’ unfamiliarity with new tools and methods, as well as their uncertain application in rural settings.  Molaoa (2024) is emphatic in stating that teachers mostly find it overwhelming to apply technology in their practices even with no proper training or film. Ramalepe (2021) states that combating this resistance is possible through specific professional development, which takes into account the needs of teachers and equips them with the desired skills and confidence in using technology in the classroom. This kind of resistance should be curbed by continuous training and support that helps in making a teacher receptive towards learning new methodologies of teaching.

Student Engagement and Learning Outcomes

The lack of technological integration in rural schools has a significant effect on student engagement and learning outcomes. As Muslimin et al (2023) points out, students in rural areas tend to have limited access to active digital tools that could be used to improve their learning process. Lack of technological access deprives students of such regions of the advantages of multimedia materials, online websites, and interactive material stimulating active engagement and critical thinking. According to Aslan et al. (2025), integration of technology plays a crucial role in modernizing education as it provides dynamic learning where students may learn in different media. Munyaradzi and Babalola (2025) also note that the absence of technology integration denies rural-based students a chance to practice innovative and collaborative learning practices, which going forward slows down their academic achievements and the development of critical professional competencies.

Digital literacy competence is an essential factor in ensuring that teachers maintain an interactive and engaging learning experience, particularly within the rural schools. Gemella (2024) concludes that with the skills of using digital tools, teachers can design not only have enough content but also interactive lessons and maintain students motivated and interested in learning. Zhao (2024) notes that teachers can enhance their teaching methods by integrating technology such that they make learning more engaging and interactive to the students. Although they lack access to adequate professional growth opportunities, most of the teachers in rural areas are not prepared to utilize technology effectively to develop such dynamic learning environments. Molaoa (2024) states that ongoing training of rural teachers is needed to become digitally literate, which would ultimately allow the certain educators to engage more students and enhance their learning outcomes. Through imparting the necessary skills to the teachers, schools can reduce this engagement and learning outcome gap, providing more valuable learning experiences to rural students.

RECOMMENDATIONS FOR OVERCOMING CHALLENGES

To address the technological infrastructure issues in rural schools, it is essential to improve access to digital tools and reliable internet. Acquah (2023) suggests that the availability of important technological tools, such as computers, tablets, and high-speed internet, are major limitations in rural schools. An idea of addressing this problem would be to invest more into making affordable digital devices and the internet available to these schools by government. Kruger (2021) found on his study that the infrastructure improvement is one of the most significant issues that would help to develop a learning environment under which technologies can be used on a more comprehensive scale. Robandi et al. (2025) further indicate that schools must partner with technology organizations to give discounted or donated technology that will help students and educators to have the required equipment to foster their educational journey. Increasing the availability of technologies, farming schools may start to eliminate the digital gap and equip students with means that will allow them to succeed in the 21^st century.

Boosting the professional development programs of teachers is another important measure to address the plight of rural educators towards the ease of technology use. Vijayatheepan (2024) argues that professional development activities should be based on TPACK integration, where teachers can have a well-balanced knowledge of technology, pedagogy, and content. According to Zhao (2024), continuous teacher training of TPACK enables the teachers to learn how to address technology and their disciplines to use them purposefully in a way that makes lessons more presentable and more effective. Molaoa (2024) emphasizes that, at the same time, in rural areas, there are not that many sources of professional development because of the lack of opportunities available in those regions. Thus, special training programs aimed at increasing the digital literacy and pedagogical competence of teachers are required by educational authorities. These programs must also ensure that teachers are exposed to actual experiences of using digital tools in the classroom so that they are comfortable and well equipped to incorporate the technology into their teaching.

CONCLUSION

In conclusion, to overcome the educational gap and improve the student learning experience, it is necessary to utilize technology in rural classrooms. Nevertheless, there are multiple obstacles to efficient utilization of technology in these environments: the lack of digital tools; insufficient professional development among teachers; and resistance to change are among them. To overcome these problems, it is necessary to make specific improvements in the technological infrastructure, including the availability of devices and stable Internet in rural schools. Also, it is essential to implement teacher professional development programs aimed at integrating TPACK to make sure that educators will be able to successfully implement technology in their classrooms. Policymakers should also focus on assisting the rural schools in terms of resources, continuous training, and digital literacy. We all can overcome these difficulties delivering more open, interesting, and effective learning experiences that empower rural students to succeed in the digital era. Technology and the creation of teaching practices using it is the future of rural education.

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