Rural teachers’ experiences in a blended professional development program for enhancing ICT literacy and teaching practices in Guangdong, China

In the context of digital age, integrating information and communication technology (ICT) into education is essential for improving educational quality and promoting equity. However, rural teachers in Guangdong Province, China, face significant challenges in ICT-Integrated teaching, limiting their professional development and the quality of education they provide. This issue reflects a broader global challenge of rural education lagging behind urban counterparts. This study examines the Rural Teacher Replacement Training Program (RTRTP), a blended teacher professional development (BTPD) initiative designed to enhance rural teachers' ICT literacy and teaching practices. Grounded in the Diffusion of Innovation (DoI) and the Evaluating Professional Development (EPD) model, the research explores the program’s effectiveness in fostering ICT adoption and addressing barriers to its implementation in classrooms. Based on this research aim, the study was guided by three research questions (1) how rural teachers in Guangdong perceive BTPD programs, (2) how these programs influence their use of ICT in teaching and (3) how BTPD programs for rural teachers can be improved. A qualitative case study approach was employed, with a maximum variation sampling method selecting 20 participants to ensure the diversity and representativeness. Data collection involved semistructured interviews and document reviews, while an inductive analytical method was used to identify themes and construct an interpretative framework. The findings highlight key themes corresponding to the research questions. For the first research question, three major themes emerged: bridging gaps in educational opportunities, ICT literacy, and urban-rural education disparities. The second question yielded two key insights: various ways ICT is integrated into teaching and the main factors influencing its adoption. Finally, six themes were identified for improving the effectiveness of the BTPD program: curriculum design, learning activities, learning communities, online platforms, management, and evaluation. The study's contribution lies in its comprehensive framework, which emphasizes continuous and progressive TPD through a gradient iterative curriculum model and spiral training system. These elements are crucial for rural teachers adapting to digital teaching needs and promoting educational equity.This study deepens the understanding of BTPD's impact on enhancing rural teachers' ICT literacy and teaching practices, providing valuable insights for educational policymakers and practitioners. It highlights the need for strong collaboration between education departments, teacher training institutions, and schools to improve professional development opportunities for rural educators. Future research should employ diverse methodologies to assess BTPD effectiveness across different contexts and explore policy and practice solutions to better support rural teachers in overcoming persistent challenges.

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