Bridging the Digital Divide: Exploring Teachers’ Perspectives on Challenges and Barriers to ICT Integration in Rural Schools of Jammu Division, J&K

Abstract

The research study aims to examine the barriers to Information and Communication Technology (ICT) integration in rural schools across the four rural districts of Jammu Division, UT of Jammu and Kashmir: Ramban, Rajouri, Kathua, and Kishtwar. The study employed a survey design for research, adapted from existing studies, using both qualitative and quantitative approaches to analyse data. It utilised structured questionnaires and statistical analyses (ANOVA, T-test, Factor Analysis). The key challenges of ICT adoption identified in the study include inadequate digital infrastructure in rural schools, Internet connectivity problems, limited teacher training opportunities, and socio-economic barriers to access to digital devices and the Internet. Inferential statistics (ANOVA and independent samples t-tests) and Cohen’s d to calculate effect size indicate significant differences in ICT adoption based on teachers’ training, availability of technical support in schools, type of school, and gender of teacher effects (p < .001) with a large effect size (d ≈ 0.65). The findings highlight that 61.7% of schools lack access to adequate ICT resources, and only 3.3% of teachers are competent to use advanced ICT tools and resources. The study emphasises the need for the development of teachers’ digital competencies, improvement in the ICT infrastructure of rural schools, and targeted policy interventions to overcome the digital divide in education.