Digital Disparities in Global Education: Curriculum Delivery and Learning Experiences of Pre-Service Teachers in Rural Contexts

Introduction: This study investigates curriculum delivery and learning experiences among pre-service teachers in rural higher education institutions, focusing on digital inequalities affecting access and participation. Using the UTAUT (Unified Theory of Acceptance and Use of Technology), the study analyses structural, pedagogical, and technological issues shaping the preparedness for digital integration into teacher education.

Methods: Under the interpretivist qualitative paradigm, the study purposively selected 20 undergraduate pre-service teachers from a rural university in KwaZulu-Natal, South Africa, for semi-structured interviews. The data were thematically analysed for patterns to capture empirical and theoretical insights.

Results: Inadequate technological infrastructure, weak institutional support and lack of coherent pedagogical practices permeate the digital participation barriers. The analysis established the interconnectedness of UTAUT constructs (social influence, performance expectancy, effort expectancy and facilitating conditions), which together either encourage or discourage technology adoption within rural higher education contexts.

Discussion: Digital competence and inclusive pedagogy are gaps identified by the study within teacher education programmes. It is argued that curriculum frameworks must foreground digital equity, context-responsive training, and an enabling policy environment for inclusivity in rural institutions.

Limitations: The study’s setting was a single rural university in KwaZulu-Natal, and the sample size was small, comprising 20 participants; therefore, generalisation is not possible. Comparative studies across many rural institutions will deepen the understanding.

Conclusions: Locally, the study adds to the discourse on sustainable transformation of education by highlighting the need for curriculum reform, investment in inclusive digital infrastructure, and any policy that is context-sensitive. It therefore allows for further empirical research and institutional commitment toward bridging the urban–rural digital divide within teacher education.