Assessing Digital Readiness and Self-Concept in Rural Classrooms:

A Systematic Literature Review of ICT in Teaching and Learning

Abstract

A systematic literature analysis was carried out to examine how Information and Communication Technologies (ICT) are integrated into rural classrooms and how teachers' digital readiness relates to students' digital self-concept. The studies included in this review were conducted in rural regions across various countries, encompassing areas with limited access to educational resources and technological infrastructure. The results have shown that rural education is stifled by insufficient access to technological resources, poor infrastructure, and a lack of teacher training, all of which impede the effective implementation of ICT. The review highlights that in to successfully integrate ICT the teachers' digital skills are of great importance. But rural teachers lack the digital skills and institutional support is a hindrance for them to use technology effectively in teaching. Furthermore, the confidence and capabilities of the school’s students and their digital tool implementation are heavily influenced by the digital readiness of their teachers. Such reliance frequently reduces a student's self-concept in the digital space in resource-poor settings. This discussion highlights the importance of introducing specialised professional development programs for teachers, mobilising more technical support, and proactively cultivating students' confidence in the digital environment. These steps are essential to address the digital divide and make rural education more equitable.