Bridging the Digital Divide:

A Conceptual Framework on Teachers’ Digital Competency and Students’ Self-concept in a Rural Region

Abstract

This article presents a conceptual framework based on technological pedagogical content knowledge (TPACK), Bandura’s 1977 self-efficacy theory, and Bronfenbrenner’s 1994 ecological systems theory as a lens through which teachers’ digital competency relates to students’ self-concept within a rural region. The model suggested that teachers with higher TPACK may develop effective, student-centred digital instruction that can enhance student engagement and digital self-efficacy, and lead to a positive digital self-concept. This result and the influence of context factors including school leadership, parent involvement, and national information communication, and technology policy highlight the influence of digital learning. The framework provided an overall perspective for mitigating the digital divide in underserved communities. Furthermore, empirical studies are needed to examine the relationships between the construct items of interest and guide equitable digital education interventions.