A Comparative Analysis of Digital Tool Usage in Rural and Urban Schools: Perspectives of Students and Teachers
Year: 2025
Type: article
Study design: Observational Study
Abstract: The use of digital tools in learning has revolutionized educational teaching and learning processes, but inequalities are observed in rural schools compared to urban schools with regard to access, usage, and efficiency. This study gives a comparative picture of using digital tools in rural and urban schools based on the views of students and teachers. Using a mixed-methods method, 107 students and 73 teachers were surveyed to test digital engagement levels, comfort with technology, and difficulties faced in implementation. Results reveal urban schools being advantaged by easier access to contemporary digital tools, superior infrastructure, and recurrent teacher training programs, but rural schools being hindered by undependable internet connectivity, limited resources, and poor training. The research indicates an intense relationship between experience in teaching and confidence level in applying computer tools, as urban teachers indicated higher confidence when compared to those in rural settings.Further analysis using statistics presents a significant link between frequency in the use of computer tools and student engagement. The research concludes that it is crucial to tackle digital inequalities by making targeted improvements in infrastructure, training teachers, and distributing resources in a fair manner to promote digital literacy and enhance learning outcomes in all educational environments. Long-term effects of digital tools on academic achievement in rural and urban environments need to be investigated in future studies. Keywords: Digital tools, Rural-Urban education gap, Technology integration, Student engagement, Teacher training, Digital divide.
DOI: 10.55041/ijsrem42715
Author: Sukhpreet Kaur(
Language: English
Subfield: Information Systems
Field: Computer Science
Domain: Physical Sciences
Open Access status: hybrid
OpenAlex ID: W4408657157