The Digital Divide and Rural Education — A Study Based on CFPS Data

Abstract

The question of whether the development of the internet can narrow the educational gap between urban and rural areas remains a controversial topic. Some studies argue that the application of internet technology has brought educational resources to rural regions, providing a platform for the integrated development of urban-rural educational information, thus promoting educational equity. Other studies, however, suggest that the development of information technology has exacerbated the digital divide, as rural students lack the cognitive and experiential skills to effectively utilize the internet for learning, making them more susceptible to the negative impacts of the internet, thereby reducing academic performance and further deepening educational disparities. This paper acknowledges the beneficial development brought to rural education by the "Internet + Education" model, emphasizing the opportunities for educational equity it provides. However, it also points out that social stratification is the root cause of the urban-rural educational gap, a trend that does not appear to have improved in the "Internet +" era. Rural students' disadvantages in internet usage have extended into education, and the digital divide has negatively impacted rural education. Based on empirical research using CFPS data, this paper demonstrates that, in the absence of experience and guidance, rural students' internet behaviors affect academic performance through reduced study time and decreased learning efficiency. The paper also analyzes the heterogeneity and mediating effects of this impact, finding that the digital divide has a more pronounced effect in central and western regions and among school-age children, impacting rural students by reducing internet usage frequency and increasing dependence on after-school tutoring. Based on these findings, targeted suggestions for bridging the digital divide are provided.