Digital Divide and Its Impact on the Competitiveness of Public Secondary Schools in Rural Indonesia: A Multi-Site Qualitative Case Study

Desmaradewi; Muhammad  Haris; Abdul  Qudus; Zuhdi; Dewi Suryani; Herman

doi:10.63922/ijevss.v5i03.5383

Desmaradewi IAI Muhammad Azim Jambi, Indonesia
Muhammad Haris IAI Muhammad Azim Jambi, Indonesia
Abdul Qudus IAI Muhammad Azim Jambi, Indonesia
Zuhdi IAI Muhammad Azim Jambi, Indonesia
Dewi Suryani IAI Muhammad Azim Jambi, Indonesia
Herman IAI Muhammad Azim Jambi, Indonesia

DOI: https://doi.org/10.63922/ijevss.v5i03.5383

Keywords: digital divide, school competitiveness, rural education., qualitative case study

Abstract

The proliferation of digital technology in education has intensified concerns about the digital divide—the structural gap in access to, use of, and capacity to benefit from digital technologies. In rural and peri-urban contexts, this divide may fundamentally undermine school competitiveness by constraining teaching quality, student achievement, and community enrollment decisions. This study investigates the nature, causes, and consequences of the digital divide in three public senior secondary schools (SMAN) in Muaro Jambi Regency, Jambi Province, Indonesia—a peri-urban region representative of the broader Indonesian rural educational landscape. Employing a qualitative multi-site case study design, in-depth interviews were conducted with school principals, curriculum coordinators, classroom teachers, and students, supplemented by structured field observation and institutional document analysis. Data were analyzed thematically using Miles, Huberman, and Saldaña's interactive model. Findings reveal four intersecting dimensions of the digital divide: (1) infrastructural inadequacy, manifested in unstable internet connectivity and laboratory degradation; (2) device scarcity relative to student population; (3) low digital pedagogical competency among teachers; and (4) a socioeconomic digital gap among students reflecting household income constraints. These dimensions collectively erode school competitiveness through reduced enrollment attractiveness, weakened academic performance, and diminished institutional reputation. The study proposes a Digital Equity Framework for Rural Schools (DEFRS) as a conceptual tool for guiding policy and institutional responses, and recommends targeted infrastructure investment, teacher professional development, and community-centered digital literacy programs. Findings contribute to the growing literature on educational equity and technology integration in developing-country contexts.

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