Teachers' Strategies for Addressing Digital Learning Challenges in Schools Located in Frontier, Outermost, and Disadvantaged Regions
DOI:
https://doi.org/10.58818/ijems.v5i5.393Keywords:
Digital learning, teacher strategies, frontier regions, digital divide, educational equity, remote schoolingAbstract
This study explores teachers' strategies for addressing digital learning challenges in schools located in frontier, outermost, and disadvantaged regions. Despite rapid technological advancements in education, schools in these remote areas continue to face severe structural barriers, including unstable internet connectivity, inadequate digital infrastructure, and limited digital literacy among students. Utilizing a qualitative approach with a multi-case study design, data were collected through semi-structured interviews, classroom observations, and document analysis involving teachers across selected remote schools. The findings reveal that educators employ various adaptive strategies, such as developing offline-compatible digital modules, implementing flexible blended learning models, collaborating with local community centers for resource sharing, and contextualizing digital content to fit students' immediate surroundings. Additionally, peer mentoring and self-directed professional development serve as crucial mechanisms for teachers to enhance their own technical skills. This research highlights the resilience of educators in resource-constrained environments while demonstrating that sustainable digital transformation requires systematic government intervention, equitable infrastructure distribution, and localized teacher training.
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