Published Paper Details:

Background: The rapid advancements in Information and Communication Technology (ICT) have transformed various sectors, including education. ICT-based instruction holds the promise of enhancing teaching and learning experiences, fostering student engagement, and improving educational outcomes. However, while urban schools have made significant progress in integrating technology into their classrooms, rural schools continue to face unique challenges in adopting ICT-based instruction. Objectives: This study explores the constraints that hinder the recent developments of ICT-based instruction in rural schools like infrastructure, digital divide, digital literacy and like. Methodology: The research is qualitative in nature. The methodology will explore whether the available ICT content is suitable for the local context and whether language barriers hinder the effective use of digital resources. This approach help to understand how socio-cultural norms and beliefs impact the acceptance and implementation of ICT-based instruction in remote rural areas. Conclusion: By highlighting the benefits of technology in education and dispelling any misconceptions, resistance to change can be overcome. Ultimately, empowering educators and students with the necessary tools, skills, and resources will unlock the potential of ICT-based instruction in remote rural areas. This transformation can lead to improved educational opportunities, better outcomes, and a more inclusive and equitable educational landscape for all learners, regardless of their geographical location. By collectively addressing the constraints and nurturing a supportive environment, we can ensure that no learner is left behind in the digital age, and the promise of ICT in revolutionizing education becomes a reality for remote rural communities.