Can EdTech Bridge the Educational Divide? A Study of Digital Learning in Rural Chinese Schools
DOI:
https://doi.org/10.59088/pij.v4i4.88Keywords:
Educational Technology, Rural Education, Digital Divide, China Education PolicyAbstract
This conceptual review explores the role of educational technology (EdTech) in addressing the persistent educational divide between urban and rural regions in China. Drawing on existing literature, policy documents, and government initiatives, the paper critically examines the extent to which digital learning tools and platforms have contributed to improving access, equity, and learning outcomes in rural Chinese schools. The analysis highlights both the progress made through national strategies such as the "Smart Education of China" initiative and the ongoing challenges related to infrastructure gaps, teacher readiness, and student engagement. The paper concludes with policy recommendations aimed at enhancing the effectiveness and inclusiveness of EdTech interventions, emphasizing the need for context-sensitive approaches and sustainable investment in rural education.
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Copyright (c) 2026 Zheng Wenjuan
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