'Cloud for Youth': An Implementation Research of Cloud-Based Solutions for Bridging the Digital Divide in Rural China
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| Title: | 'Cloud for Youth': An Implementation Research of Cloud-Based Solutions for Bridging the Digital Divide in Rural China |
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| Language: | English |
| Authors: | Yuan Shen, Guijing Huang, Huixiao Le, Shufan Yu (ORCID |
| Source: | British Journal of Educational Technology. 2026 57(3):844-868. |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 25 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Foreign Countries, Rural Areas, Disadvantaged, Access to Computers, Internet, Information Storage, Rural Schools, Digital Literacy, Program Implementation, Barriers, Faculty Development, Capacity Building, Readiness, Electronic Learning |
| Geographic Terms: | China |
| DOI: | 10.1111/bjet.70037 |
| ISSN: | 0007-1013 1467-8535 |
| Abstract: | The digital divide poses a significant challenge to educational equity as technology becomes central to learning. This study examines Cloud for Youth, an educational charity project that utilises cloud technology to bridge the digital divide in rural China. Guided by the Consolidated Framework for Implementation Research (CFIR), we examined how the project addressed the digital divide in rural schools and identified the factors that influenced its implementation across various contexts. We collected data through questionnaire surveys (1063 students, 60 teachers, 62 school administrators and 37 regional education officials), interviews (14 teachers and 17 administrators), on-site observations in 11 schools and system data. Our findings demonstrate that cloud-based solutions address three levels of the digital divide in rural China by promoting access, enabling effective use and enhancing digital literacy among teachers and students. Successful adoption was facilitated by the adaptability of cloud-based solutions to local needs, the perceived benefits over traditional teaching methods, active partnerships between schools and external organisations and a high degree of tension for change in schools. However, implementation was hindered by persistent tensions between users' needs, capabilities, motivations and the broader environment. These tensions were reflected in students' limited access to reliable internet and digital devices in rural areas, teachers' insufficient competence in guiding students using digital tools, an institutional culture that resists digital transformation and a lack of targeted professional development and capacity-building support. This study highlights the importance of institutional and home readiness for digital tools, teacher-led development of digital resources and strategic guidance for students exploring digital technologies to foster equitable and adaptable digital learning. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1503333 |
| Database: | ERIC |
| Abstract: | The digital divide poses a significant challenge to educational equity as technology becomes central to learning. This study examines Cloud for Youth, an educational charity project that utilises cloud technology to bridge the digital divide in rural China. Guided by the Consolidated Framework for Implementation Research (CFIR), we examined how the project addressed the digital divide in rural schools and identified the factors that influenced its implementation across various contexts. We collected data through questionnaire surveys (1063 students, 60 teachers, 62 school administrators and 37 regional education officials), interviews (14 teachers and 17 administrators), on-site observations in 11 schools and system data. Our findings demonstrate that cloud-based solutions address three levels of the digital divide in rural China by promoting access, enabling effective use and enhancing digital literacy among teachers and students. Successful adoption was facilitated by the adaptability of cloud-based solutions to local needs, the perceived benefits over traditional teaching methods, active partnerships between schools and external organisations and a high degree of tension for change in schools. However, implementation was hindered by persistent tensions between users' needs, capabilities, motivations and the broader environment. These tensions were reflected in students' limited access to reliable internet and digital devices in rural areas, teachers' insufficient competence in guiding students using digital tools, an institutional culture that resists digital transformation and a lack of targeted professional development and capacity-building support. This study highlights the importance of institutional and home readiness for digital tools, teacher-led development of digital resources and strategic guidance for students exploring digital technologies to foster equitable and adaptable digital learning. |
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| ISSN: | 0007-1013 1467-8535 |
| DOI: | 10.1111/bjet.70037 |
