Evidence-based education studiesEvidence-based education studiesДоказательная педагогика, психология3034-29963034-4220Togliatti State University125110.18323/3034-2996-2025-4-63-2Pedagogical SciencesПедагогические наукиResearch ArticleExploring the multidimensional disparities in digital literacy of urban and rural teachers and the moderating role of digital education resourcesМногомерные различия в цифровой грамотности городских и сельских учителей: роль цифровых образовательных ресурсов как фактора влиянияhttps://orcid.org/0000-0003-0157-4631YuHaiyingЮйХайин
China

Doctor of Sciences (Education), Professor, Dean of the College of Educational Sciences

доктор педагогических наук, профессор, декан Колледжа педагогических наук

yuhaiying0304@163.comhttps://orcid.org/0009-0003-8593-4135WanZixiВаньЦзыси
China

graduate student

аспирант

1343803286@qq.comhttps://orcid.org/0000-0003-4900-3168YuanXinleiЮаньСиньлэй
China

Professor

профессор

1205002@mdjnu.edu.cnhttps://orcid.org/0009-0004-7786-6408FuHaifanФуХайфань
China

teacher

преподаватель

563484645@qq.comhttps://orcid.org/0009-0005-2952-3096DengJin haoДэнЦзиньхао
China

undergraduate student

студент бакалавриата

13039656922@163.comMudanjiang Normal UniversityМуданьцзянский педагогический университетDalian Changxing Island (Economic) Technical Development Zone Xingang Primary SchoolНачальная школа Синган, Зона экономического и технологического развития острова Чансиндао29122025419342912202529122025Copyright ©; 2025, Yu H., Wan Z., Yuan X., Fu H., Deng J.Copyright ©; 2025, Юй Х., Вань Ц., Юань С., Фу Х., Дэн Ц.2025Yu H., Wan Z., Yuan X., Fu H., Deng J.Юй Х., Вань Ц., Юань С., Фу Х., Дэн Ц.https://creativecommons.org/licenses/by/4.0https://vektornaukipedagogika.ru/jour/article/view/1251

In the current situation of digital transformation promoting the quality of education, the gap of digital infrastructure, resource access and application ability between urban and rural areas has become a key variable affecting the fairness of education. The purpose of this study is to explore the structural disparities in digital literacy between urban and rural teachers and the moderating role of digital education resources in China. The questionnaire was compiled based on Chinese Teachers’ Digital Literacy, and 1,386 urban teachers and 1,164 rural teachers participated in the study. Multidimensional divides and moderating effect analyses were performed based on the survey data. The statistical findings indicate that the structural disparities in digital literacy between urban and rural teachers exhibit the following phenomena: an agglomeration effect and policy turnaround, a scale effect and implementation divergence, a differentiation across educational stages along with a reversal of urban-rural patterns, as well as urban-rural differentiation and transformation impediments. In urban schools, digital education resources exert a remarkable moderating effect when teachers’ digital knowledge and skills influence digital application. Conversely, in rural schools, the moderating effect of digital education resources is not significant.

В условиях цифровой трансформации, направленной на повышение качества образования, разрыв между городом и селом в области цифровой инфраструктуры, доступа к ресурсам и готовности к их применению стал ключевым фактором, влияющим на обеспечение образовательного равенства. Цель исследования – изучить структурные различия в цифровой грамотности городских и сельских учителей Китая, а также определить регулирующую роль цифровых образовательных ресурсов. Анкета была составлена на основе выпущенного в Китае стандарта «Цифровая грамотность педагогов»; в исследовании приняли участие 1386 городских и 1164 сельских учителя. На основе полученных данных проанализированы многомерные различия и опосредующие эффекты. Результаты статистического анализа показывают, что структурные различия в цифровой грамотности городских и сельских учителей проявляются в следующем: эффект агломерации и поворот в политике, эффект масштаба и расхождение в реализации, дифференциация по ступеням обучения при инверсии городских и сельских показателей, а также устойчивые различия и барьеры к трансформации. В городских школах цифровые образовательные ресурсы оказывают значимое регулирующее влияние на связь между цифровыми знаниями педагогов и их практикой. В сельских школах такое регулирующее влияние статистически незначимо.

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