Understanding Indonesian students' reading knowledge in digital literacy within socio-cultural of rural middle schools

Purpose Technological development is becoming an integrated element of the education sector, as it has a significant impact on the way students learn, teach and increase motivation in reading literacy (RL). This study aims to review the level of RL and digital-based socio-cultural knowledge in junior secondary schools in rural Indonesia. In addition, this study aims to review the relationship of learning technology (LTA) with students' reading literacy motivation (RLM) and socio-cultural knowledge. Design/methodology/approach This research uses a quantitative approach with online survey data collection techniques using the Qualtrics system. The analysis technique used in this study uses the structural equation model-partial least squares. Findings The test results show that LTA has a positive influence on students' RLM with a path coefficient of 0.744. This shows that mastery of LTA with a focus on cultural and social literacy provides a positive boost to students' motivation to read. LTA with socio-cultural knowledge also has a positive direction with a path coefficient of 0.624. The utilization of technology related to cultural literacy will enrich students' knowledge related to cultural values. Research limitations/implications This study examines an important context; however, researchers still face limitations in research with the method of finding respondents using a cross-sectional design where researchers look for participants who fit the criteria and are easily accessible to researchers, but the design used cannot generalize the results to broader conclusions. Practical implications The practical implications of this research involve the development of a curriculum adapted from culturally relevant digital literacy content, taking into account the socio-cultural context of rural students. Additionally, there is a need to improve access to technology in rural areas. Social implications Social implications can align digital literacy content with the local socio-cultural context. Rural students become more actively engaged in discussions and collaborative projects, creating a more inclusive learning environment. By incorporating local elements into digital literacy, rural students can build deeper connections with their cultural heritage, fostering a sense of ownership and pride in their national identity. Originality/value The originality of this research lies in surveying the concept of digital literacy in the form of holistic LTA. In addition, no research discusses digital RL knowledge for junior high school students in rural areas. This research provides a new view of how digital literacy can be integrated with the socio-cultural context in a rural junior high school environment.