Construction of Learning Community for Rural Math Teachers and Normal School Students Based on Digital Literacy Enhancement: Value, Features, and Pathways

The release of Digital Literacy of Teachers has underscored the heightened expectations for educators' proficiency in the digital age. Furthermore, the pivotal role of digital literacy in fostering teachers' professional development has been emphasized, highlighting digital technology as an essential tool for empowering their advancement. Nonetheless, it remains a recognized fact that the digital literacy of rural educators in China represents both a deficiency and a critical factor in their professional growth. Recognizing this context, this research project aimed to establish a learning community tailored to the strengths and characteristics of rural mathematics educators and students at normal schools. Specifically, the learning community was designed to integrate the characteristics of multiple subjects, comprehensive learning coverage, and hybrid learning through approaches such as small-scale interactions, project-based learning, and expert-guided instruction. It is envisaged that this initiative will address the challenges associated with improving digital literacy among rural mathematics educators and normal school students.