Comparative Study of Digital Literacy in Agricultural Education between Urban and Rural Students

Thesis Abstract

In recent years, the integration of digital technology into agricultural education has become increasingly vital for enhancing the competency and productivity of future farmers, yet disparities in digital literacy levels between urban and rural students remain underexplored. This study aims to comparatively assess the digital literacy levels of urban and rural agricultural students, with specific objectives to identify the differences in digital skills, determine the influence of socio-economic factors on digital literacy, and evaluate the impact of digital literacy on agricultural learning engagement and competency development. The research employs a quantitative, cross-sectional survey design rooted in the technological acceptance model (TAM) and the diffusion of innovations theory, which provide a theoretical basis for examining factors influencing digital literacy and technology adoption among students. The target population comprises 4,200 agricultural education students enrolled in government-sponsored agricultural colleges across a country, from which a stratified random sample of 600 students (300 urban and 300 rural) was selected to ensure representativeness. Data collection tools include a structured questionnaire developed and validated through a pilot study, incorporating sections on demographic variables, digital literacy competencies, access to digital resources, and perceived efficacy of digital tools in agricultural learning. The validity and reliability of the instrument were confirmed through content validity checks by experts and a Cronbach’s alpha coefficient of 0.87, indicating high internal consistency. Data analysis involves descriptive statistics such as means, standard deviations, and frequency distributions to profile the sample, alongside inferential statistics including Analysis of Variance (ANOVA) and multiple regression analysis to examine differences and predictors of digital literacy. Thematic analysis is applied to open-ended responses to contextualize quantitative findings. It is anticipated that the findings will reveal significant disparities in digital literacy levels, with urban students demonstrating higher competencies than their rural counterparts, primarily attributable to differential access to digital infrastructure and socio-economic factors. The regression analysis is expected to identify access to digital devices, internet connectivity, and prior exposure to digital technologies as critical predictors of digital literacy in agricultural education. It is also hypothesized that higher digital literacy correlates positively with greater engagement in digital-based agricultural learning activities and increased self-efficacy in utilizing digital tools for farming practices. The study offers substantive contributions to the body of knowledge by providing empirical evidence on the digital divide in agricultural education and its implications for curriculum design and policy formulation. It extends existing theoretical frameworks by illustrating how access and socio-economic variables mediate digital skill acquisition among students from diverse backgrounds. The results are expected to guide educational stakeholders in developing targeted interventions aimed at reducing disparities, such as infrastructure enhancement and digital literacy training programs tailored for rural populations. The main conclusion emphasizes the urgent need to bridge the digital literacy gap between urban and rural agricultural students to ensure equitable access to modern agricultural technologies and enhance overall agricultural productivity. The study recommends the adoption of comprehensive digital inclusion strategies, increased investment in rural digital infrastructure, and integration of digital literacy modules into agricultural curricula. Future research could explore longitudinal effects of digital literacy interventions and examine similar disparities among different levels of agricultural education or across regions. This research thus provides a foundational basis for advancing equitable digital competencies in agricultural education, fostering sustainable rural development, and ensuring that technological advancements benefit all agricultural stakeholders irrespective of geographic location.