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This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License
WANG Lin, HUANG Yanfen
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DOI:10.17265/2161-623X/2026.07.002
Zhaoqing University, Zhaoqing, China
Against the backdrop of digital technology significantly advancing educational modernization, enhancing digital literacy among rural teachers has become pivotal in promoting educational equity and improving teaching quality. However, existing research largely adopts a technical training perspective, neglecting the interplay between teacher motivation and classroom assessment literacy—a fundamental element of instructional practice. This gap has led to a pronounced disconnect between theoretical knowledge and its practical application in the development of rural teachers’ digital competencies. This study aims to develop and validate an integrated model to examine how teacher motivation and assessment competence jointly influence the development of digital literacy through dual pathways. A sample of 345 rural primary and secondary school teachers from western Guangdong Province, China, was surveyed, and structural equation modeling was employed to test the proposed theoretical model. The results indicate a significant positive direct effect of teacher motivation on digital literacy, as well as a synergistic enhancement effect between extrinsic and intrinsic motivation. In the assessment domain, educational evaluation and progress monitoring act as catalysts for enhancing digital literacy, whereas instructional decision-making exerts an inhibitory effect, and the role of identifying special educational needs remains statistically insignificant. The findings confirm that the sustained development of rural teachers’ digital literacy must extend beyond the narrow confines of technical training. Through systematic design of reflective tasks and the provision of targeted assessment scaffolding, a paradigm shift from passive knowledge transmission to autonomous professional growth can be achieved. The dual-path model proposed in this study provides actionable insights for addressing deep-seated challenges in the digital transformation of rural education.
digital literacy, intrinsic motivation, extrinsic motivation, classroom-based assessment competence, rural teachers
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