Qualitative analysis highlights the gap in digital technology access affecting learning quality in rural areas.
Key Points
Digital transformation is hindered by limited access to infrastructure in rural early childhood education settings, affecting learning outcomes.
Schools in urban areas have significantly better access to digital technology compared to those in rural regions.
Qualitative descriptive methods were utilized for data collection through interviews and observations in four formal early childhood education institutions.
The findings underscore the importance of addressing the digital divide to improve educational quality and teacher competence in rural settings.