Urban Blossoms, Rural Thorns: Exploring Early Childhood Teachers’ Perspectives on Technology Integration in Urban and Rural Indonesia

Abstract

Technological advancements present substantial benefits across various domains of educational services, including in early childhood education (ECE) settings in Indonesia. This study examines the integration of technology in ECE environments in both urban and rural settings within the country, framed by socio-cultural theory. Utilizing the Focus Group Discussion (FGD) method with participation from early childhood teachers, the research provides empirical insights into the challenges and advantages of technological integration in these distinct geographical contexts. Findings reveal noticeable disparities between urban and rural ECE institutions, especially in terms of resource availability, operational proficiency, and stakeholder engagement. Urban ECE establishments demonstrate more effective adoption of technology, whereas rural counterparts encounter significant barriers that hinder the optimal utilization of technological innovations. This disparity highlights critical issues in ensuring equitable access to educational resources and opportunities, delivering high-quality education, and facilitating global connectivity. The study highlights the need for further research could investigate how key figures of educational institutions facilitate technology integration in rural early childhood education, thereby promoting inclusive, effective, and high-quality educational services for all children as mandated by the Sustainable Development Goals (SDGs) global framework, especially in Indonesia .