Published Paper Details:

The present study investigates the differences in teaching aptitude toward Information and Communication Technology (ICT) among urban and rural school teachers. Recognizing the growing importance of ICT in enhancing teaching-learning processes, the study aims to examine whether geographical context influences teachers' ability and readiness to integrate digital technologies into classroom instruction. A descriptive survey method was employed, and data were collected from urban and rural teachers using a standardized teaching aptitude questionnaire. Descriptive statistics and an independent t-test were applied to analyze the data. The findings reveal a significant difference between urban and rural teachers' teaching aptitude toward ICT, with urban teachers demonstrating higher aptitude levels. The results indicate that contextual factors such as access to infrastructure, professional development opportunities, and institutional support play a crucial role in shaping ICT-related teaching aptitude. The null hypothesis stating no substantial difference between urban and rural teachers was rejected. The study underscores the need for targeted interventions to strengthen ICT integration in rural schools and highlights the importance of equitable educational policies to bridge the digital divide. The findings contribute valuable insights for educators, administrators, and policymakers seeking to promote inclusive and effective ICT-based education.