Professional Development of Rural Teachers Based on Digital Literacy

https://doi.org/10.28991/ESJ-2022-06-06-019
Digital Literacy Education Professional Development Rural Teachers Indonesia Russia and Middle East.

Authors

  • Hadi Soekamto
    hadisoekamto@outlook.com
    Geography Education Department, Faculty of Social Sciences, State University of Malang, Jl. Semarang No.5, Malang 65145,, Indonesia
  • Irina Nikolaeva Department of Mathematical Economics and Applied Informatics, North Eastern Federal University, Yakutsk 677009,, Russian Federation
  • Abbas Abd Ali Abbood Department of Business Administration, Al-Mustaqbal University College, Hilla, Babylon 51001,, Iraq
  • Denis Grachev National Research University Higher School of Economics (HSE University), Myasnitskaya st. 20, Moscow 101000,, Russian Federation
  • Mikhail Kosov 4) National Research University Higher School of Economics (HSE University), Myasnitskaya st. 20, Moscow 101000, Russian Federation. 5) Financial University under the Government of the Russian Federation, Leningradsky av. 49,Moscow 125167, Russian Federation. 6) Plekhanov Russian University of Economics, Stremyanny lane 36, Moscow 115093,, Russian Federation
  • Alexey Yumashev Department of Prosthetic Dentistry, Sechenov First Moscow State Medical University, Trubetskaya st. 8-2, Moscow 119991,, Russian Federation
  • Evgeniy Kostyrin Department of Finances, Bauman Moscow State Technical University, 2nd Bauman st. 5, Moscow 105005,, Russian Federation
  • Natalia Lazareva Department of Economics, National University of Science & Technology (MISiS), Leninsky av. 4, Moscow 119049,, Russian Federation
  • Angelina Kvitkovskaja Department of Modern Pedagogy, Lifelong Education and Personal Tracks, Russian State Social University, Moscow 129226,, Russian Federation
  • Natalya Nikitina Department of Modern Pedagogy, Lifelong Education and Personal Tracks, Russian State Social University, Moscow 129226,, Russian Federation
Vol. 6 No. 6 (2022): December
Research Articles

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This research focuses on the professional development of teachers in rural areas based on digital literacy. It aims to measure the existing digital literacy and competence of rural teachers in Indonesia, Russia, and the Middle East and to assess the extent of digital literacy training provided to rural teachers for their professional development in these regions. In pursuit of this objective, a quantitative research method was incorporated into the study. The survey was conducted specifically for the research, and SPSS was used for statistical analysis. The report reflected the challenges that digitalization faces in rural areas and the differences in the provision of digital literacy training in Indonesia, Russia, and the Middle East. Various limitations are identified as hampering the integration of digital literacy in underdeveloped areas, such as the lack of proper digital infrastructure. However, the situation was found to be somewhat better in the case of Russia, with the teachers reporting the provision of adequate hardware and infrastructure, which were lacking in the cases of Indonesia and the Middle East. The same pattern was found in the case of the provision of digital literacy training opportunities in Indonesia and the Middle East, which lag behind Russia. All in all, it is imperative to develop introductory courses for using the internet and their general application for teachers in rural areas.

 

Doi: 10.28991/ESJ-2022-06-06-019

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