In the context of educational digital transformation, the promotion of digital literacy of rural primary and secondary school teachers has become a critical factor in promoting the modernization of rural education and achieve educational equity in China. This paper expounds the significance of improving digital literacy of rural primary and secondary school teachers, and points out that the current difficulties facing rural primary and secondary school teachers in improving digital literacy are uneven allocation of digital resources, lack of endogenous motivation of rural primary and secondary school teachers, and imperfect training and evaluation system of rural schools. On this basis, the paper puts forward strategies to optimize the distribution of resources, stimulate the endogenous motivation of teachers, and improve the training and evaluation system in rural primary and secondary schools, so as to facilitate the enhancement the digital literacy among teachers in rural primary and secondary schools.

Zixian Zou, Hailing Zhou, Yun Kuang. Research on the Significance, Practical Dilemmas and Implementation Paths of Enhancing Digital Literacy of Rural Primary and Secondary School Teachers in the Context of Digital Transformation of Education. Frontiers in Educational Research (2025), Vol. 8, Issue 5: 128-133. https://doi.org/10.25236/FER.2025.080519.

[1] Yan Hanbing, Enhancing Teachers' Digital Literacy: A Key Path for the Digital Transformation of Education [J]. Journal of Educational Development Research, 2025, 45 (03): 3

[2] Gu Cuifeng, Chen Lan. Research on Improving Digital Literacy of Primary and Secondary School Teachers from the Perspective of Educational Ecology [J]. Theory and Practice of Education, 2024, 44 (14): 41-46

[3] Zhang Jing, Guo Jiong. Digital Literacy Improvement of Rural Primary and Secondary School Teachers: Value Implication, Practical Dilemma and Strategy Analysis [J]. e-Education Research, 2023, 44 (08): 122-128

[4] Zhang Huirong, Wu Jingyu, Liu Yi, et al. The Digital Divide between Urban and Rural Basic Education in China: Characterization, Causes and Countermeasures——An Empirical Study on Online Teaching [J]. Education and Economy, 2021, 37(4): 20-28

[5] Wu Di, Gui Xujun, Zhou Chi, Chen Min. Teachers' Digital Literacy: Connotations, Standards and Evaluation [J]. e-Education Research, 2023, 44(08): 108-114+128

[6] Cao Erlei, Wu Huarong. The Enhancement of Rural Teachers' Digital Literacy: Value Implications, Current Challenges, and Practical Strategies [J]. Contemporary Teacher Education, 2024, 17 (03): 77-83

[7] Zhang Ni, Luo Ying, Xiong Ruoxin, et al. Research on Educational Informatization Promoting Rural Teacher Team Construction: Based on a Large-Scale Survey in X Province in Western China [J]. Chinese Journal of Distance Education, 2023, 43(03): 55-63

[8] Chen Mingxuan, Lai Zhiling, and Cai Huiying. China's basic education digital resources and services: status quo, problems and solutions [J]. Chinese Journal of Distance Education, 2022(6):11-20

[9] Lin Jinyan, Xiao Jumei. The Development of Mathematical Literacy of Rural Teachers in the Era of Digital Intelligence Possible, Possible, and Possible Actions: [J]. Journal of Yangtze Normal University, 1-11

[10] Cui Yingjin, Xu Liang. The Actual State of Rural Teachers' Digital Literacy in Localized Educational Space and Breakthrough Strategies [J]. e-Education Research, 2024, 45(08): 105-111

[11] Wu Xiaoying, Wang Zhifan. Era Value, Realistic Challenges, and Breakthrough Paths for the Development of Rural Teachers' Digital Literacy [J]. Chinese Journal of ICT in Education, 2024, 30(11): 76-86

[12] Huang Ronghuai. Artificial Intelligence is Accelerating Educational Transformation: Realistic Challenges and Countermeasures [J]. Journal of the Chinese Society of Education, 2023(6):26-33