Digital Literacy Development in Rural Secondary Education: A Comprehensive Analysis of Student Competencies and Pedagogical Approaches

Abstract

Digital literacy has emerged as a fundamental competency in 21st-century education, yet significant disparities persist between urban and rural contexts, with rural secondary students facing unique challenges due to limited technological infrastructure, fewer qualified educators, and restricted access to digital resources. This study aimed to assess digital literacy levels among rural secondary school students while examining educators’ pedagogical approaches and identifying factors influencing digital competency development in resource-constrained environments. Using a convergent parallel mixed-methods design, the study involved 342 students and 45 teachers from six rural secondary schools across three provinces. Data were collected using a validated Digital Literacy Assessment Scale (DLAS), demographic surveys, classroom observations, and semi-structured interviews, and were analysed through descriptive statistics, t-tests, ANOVA, correlation analyses, hierarchical regression, and thematic analysis. Results showed that students demonstrated low to moderate digital literacy (M = 2.87, SD = 0.83), with significant differences by grade level (F(4,337) = 12.45, p < 0.001), socioeconomic status (t(340) = 5.67, p < 0.001), and home technology access (F(2,339) = 18.92, p < 0.001). Key barriers included inconsistent internet connectivity (82%), outdated computer equipment (67% of schools), and inadequate teacher training in digital pedagogy (71%). Despite these challenges, students expressed strong motivation for digital learning, emphasizing the need for improved infrastructure, targeted professional development, and enhanced curriculum design to support equitable digital literacy outcomes.