LEVELS OF DIGITAL POVERTY AMONG RURAL STUDENTS: EVIDENCE FROM SCHOOLS IN KEDAH, MALAYSIA
DOI:
https://doi.org/10.35631/IJEPC.1163012Keywords:
Digital Divide, Digital Learning, Digital Poverty, Rural Education, Rural StudentsAbstract
Digital technologies are increasingly central to contemporary education, shaping how students access learning resources and engage in academic activities. However, unequal access to digital infrastructure, devices, and digital skills perpetuates disparities, especially among students in rural areas. This study examines the level of digital poverty among students in rural schools in Kedah, Malaysia. This qualitative study collected data through semi-structured interviews with 55 students from nine rural schools in the districts of Sik, Baling, and Pulau Tuba. Data were analysed thematically and interpreted using Barrantes’ digital poverty framework, which conceptualizes digital inclusion as a continuum rather than a binary condition. Most students demonstrated basic digital capabilities but faced constraints in device availability and reliable internet access. A smaller group experienced severe digital deprivation, with minimal exposure to technology. Few students had adequate access but limited digital skills, and no cases of voluntary nonuse were observed. Findings suggest that rural students are generally willing to engage with digital learning; however, structural barriers such as economic limitations and inadequate infrastructure restrict their participation. These results underscore the need for targeted interventions to improve digital access and infrastructure, promoting more equitable participation in rural education.
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