The Integration of ICT in Chinese Primary Education: Strategies and Challenges
DOI:
https://doi.org/10.54536/jtel.v4i3.7737Keywords:
Chinese Primary Education, Digital Divide, Teacher Professional DevelopmentAbstract
This study examines the integration of Information and Communication Technology (ICT) in Chinese primary education, analyzing policy implementation, adoption patterns, and classroom practices through a systematic review of secondary data. Drawing on the Education Informatization 2.0 Action Plan and Double Reduction Policy, the research identifies significant rural-urban disparities in infrastructure access, with 32% of western provincial schools lacking stable connectivity and only 12% of rural schools possessing VR/AR devices compared to 65% in urban areas. Teacher competency gaps persist, as 53% of educators use ICT solely for content presentation rather than interactive pedagogy, while 72% of teachers aged 50+ report technology-related anxiety. The study reveals multifaceted equity barriers encompassing socioeconomic status, gender disparities, and accessibility limitations for students with disabilities. Through comparative analysis of regional case studies - including Hangzhou’s AI-powered smart classrooms and Yunnan’s mobile learning buses-the research proposes evidence-based strategies encompassing tiered funding mechanisms, sustained professional development programs, portable ICT learning kits for remote areas, and curriculum reforms embedding computational thinking and project-based learning. These findings contribute to global discourse on sustainable digital transformation in primary education, offering actionable insights for policymakers, educators, and technology developers seeking to advance equitable ICT integration in centralized education systems.
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Copyright (c) 2026 Letisia Tuyambeka Shilongo, Keneilwe Ben, Kante Drissa
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