Digital Equity and Pedagogical Innovation: A Multi-Context Study of Teacher Education in China

This study explores the integration of digital tools in teacher education across urban, semi-urban, and rural institutions in China, addressing urgent questions of digital equity, institutional readiness, and pedagogical innovation. Framed by the Technological Pedagogical Content Knowledge (TPACK) and Technology Acceptance Model (TAM), the research adopts a mixed-methods case study approach—incorporating structured questionnaires, semi-structured interviews, classroom observations, and institutional document analysis. The findings reveal pronounced disparities: urban institutions demonstrate higher levels of digital adoption, faculty modeling, and strategic alignment, while semi-urban and rural colleges face significant infrastructural limitations, fragmented policy implementation, and low faculty confidence in EdTech use. Institutional readiness—defined as the interplay between leadership vision, infrastructure investment, and faculty development—emerged as a central mechanism mediating digital transformation outcomes. While access to digital tools is necessary, the study finds that systemic factors such as administrative mandates, teacher identity, and localized digital culture critically influence whether tools are pedagogically integrated or superficially adopted. This research contributes to the scholarly discourse by offering a multi-context analysis that moves beyond access-based models to examine structural and cultural mechanisms shaping digital integration. It also provides actionable insights for education policymakers and teacher training leaders seeking to scale equitable, context-sensitive EdTech strategies. Limitations include a modest sample size and geographic scope, indicating the need for broader and longitudinal studies. Overall, the study reinforces the need for differentiated digital education policies that reflect local realities while supporting scalable innovation.