Bridging the urban–rural gap: A qualitative examination of perceived access, barriers, risks and opportunities of children's digital learning during the COVID‐19 pandemic

Abstract

AbstractThe COVID‐19 pandemic has tremendously reshaped the landscape of education worldwide, shifting digital learning from a substitute to a possible necessity in a time of uncertainty. This study explored the digital learning experience for children in China during and after the lockdown periods from February 2020 to January 2022, with a particular focus on the urban–rural divide. Forty‐eight semi‐structured interviews were conducted with fifth‐ and sixth‐grade students, parents and teachers to obtain multiple perspectives regarding children's digital learning in YY County in southwestern China. This study revealed that the urban–rural digital divide is not rooted in differences in minimal access to digital devices per se but rather in meaningful access to make full use of those devices for extended learning purposes. The major barriers that give rise to the digital divide include teachers' technology challenges, internet addiction among children and a lack of parental supervision of children's digital use. However, digital learning also offers an opportunity to address educational inequality. This study calls for empowering rural teachers and parents to better support children's digital needs and boost their digital learning experience. Well‐designed virtual interventions, school‐ and community‐based programmes and policy interventions are potential solutions to address the needs of rural teachers, parents and children.