Vol. 1, Issue 1, Part A (2024)

The integration of digital pedagogy into higher education has become a central focus of educational reform, especially following the global shift to online and hybrid learning environments triggered by the COVID-19 pandemic. However, while urban institutions have increasingly embraced digital transformation, rural area colleges often face systemic obstacles that impede faculty readiness for effective technology-enabled instruction. This review explores the multifaceted concept of faculty readiness for digital pedagogy in rural colleges, examining current literature, empirical findings, and theoretical frameworks to identify enabling and inhibiting factors that shape the preparedness of educators in such settings.

The concept of digital readiness extends beyond access to technological devices and internet connectivity; it encompasses pedagogical competence, attitudes toward digital tools, digital literacy, and the degree of institutional support provided for ongoing faculty development. Studies conducted in countries like Indonesia, Uganda, the United States, and Bangladesh have consistently shown that rural faculty demonstrate positive attitudes towards digital pedagogy, recognizing its potential to democratize access and improve learning outcomes. However, these attitudes often coexist with limited technical skills, underdeveloped digital literacy, and minimal pedagogical training in online content delivery. The digital divide, characterized by disparities in broadband access, availability of ICT tools, and professional training, continues to act as a critical barrier to the integration of digital teaching strategies in rural contexts.
Institutional support emerges as one of the most significant factors affecting faculty readiness. Research indicates that rural faculty are more likely to adopt digital tools when institutions provide structured professional development programs, peer mentoring, technical assistance, and leadership that actively promotes a culture of innovation. The lack of such institutional scaffolding often results in inconsistent or superficial use of digital tools, with faculty relying on basic methods such as uploading PDFs or delivering lectures via unsupervised online platforms, rather than employing interactive and learner-centered strategies.
The review concludes by proposing a context-sensitive framework grounded in the TPACK (Technological Pedagogical Content Knowledge) model, adapted to incorporate the realities of rural educational settings. This framework highlights the interdependence of personal, pedagogical, technical, and organizational dimensions in determining readiness. Ultimately, enhancing faculty readiness for digital pedagogy in rural colleges demands systemic change that goes beyond training it requires investment in infrastructure, tailored professional development, ongoing mentorship, and leadership commitment to inclusive educational transformation.