A Bibliometric Analysis of Rural Teachers' Digital Literacy Based on CiteSpace

DOI: https://doi.org/10.62517/jbdc.202401410

Author(s)

Sixin Xie*, Junying Lin, Jinru Zhou, Yingnan Ye, Shiman Jiang

Affiliation(s)

College of Education Science, Zhaoqing University, Zhaoqing, Guangdong, China *Corresponding Author.

Abstract

Against the backdrop of the rapid penetration of artificial intelligence (AI) technology into the field of education, the digital literacy of rural teachers has become a key factor in promoting educational equity and quality. This study focuses on the issue of digital literacy among rural teachers and employs CiteSpace, a bibliometric analysis tool, to conduct an in-depth analysis of relevant literature. The findings reveal that although AI technology offers possibilities for enhancing the digital literacy of rural teachers, there are still deficiencies in their technological awareness, operational capabilities, and depth of application. CiteSpace analysis indicates that AI technology plays a positive role in improving the digital literacy of rural teachers by providing personalized learning resources and interactive platforms. However, popularizing technology, infrastructure construction, and establishing a professional support system remain key challenges in the enhancement process. In conclusion, the study suggests that future strategies should be explored based on the characteristics of rural education to more effectively apply artificial intelligence, to comprehensively improve the digital literacy of rural teachers, thereby narrowing the urban-rural educational gap and promoting educational equity.

Keywords

Artificial Intelligence; Rural Teachers; Digital Literacy; Enhancement Strategies

References

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