Multidimensional Perspective on the Acceptance of Rural Teachers’ Inclusive Learning in the Digital Age: Attitudes, Challenges, and Empowerment Mechanisms

Amid digital transformation and the rise of integrated education, inclusive learning in rural areas plays a crucial role in promoting educational equity. As a core element of inclusive education, it ensures that students with special needs and their peers learn and grow together. This study employs qualitative research by conducting in-depth interviews with eight teachers from “H Primary School” in “H Township” (pseudonyms used for confidentiality), a rural area in southern China. The goal is to systematically examine rural teachers’ attitudes, practical challenges, and empowerment pathways regarding inclusive learning in the digital age. The study highlights the integration of digital empowerment strategies such as hybrid “cloud[Formula: see text]field” training systems, AI-supported educational ecosystems, and school service support platforms. Findings reveal a contradictory teacher attitude of “cognitive identification, emotional alienation, and practical fear.” Core challenges include limited special education training, insufficient development opportunities, communication gaps with students and parents, and the pressures introduced by rapid digitalization. In response, the study proposes a fourfold strategy: (1) establishing a hybrid special education training system; (2) introducing stress-reducing interaction models; (3) developing collaborative tutoring platforms; and (4) constructing digital empowerment support systems. The results underscore the importance of intelligent infrastructure and high-speed digital technologies in making rural classrooms more inclusive and accessible.