Strategies for Promoting Urban-Rural Educational Equity in the Intelligent Transformation of Primary Education in Qinzhou, Guangxi

Abstract

This study aims to explore the current situation of intelligent transformation of primary education in Qinzhou, Guangxi and the urban-rural education equity gap, and propose targeted promotion strategies under the background of education digitalization. Taking 140 urban and rural primary school teachers in Qinzhou as the research population, 103 teachers were selected as questionnaire samples by the Krejcie & Morgan method, and 5 education administrators were selected as interview samples by purposive sampling. A five-dimensional research framework including teachers, students, educational resources, educational quality, and policy management was constructed. The results show that the overall level of urban-rural educational equity promotion in the intelligent transformation of Qinzhou's primary education is moderate (Mean = 3.45, S.D. = 0.69), with teachers and policy management factors at a high level, and educational resources as the weakest link. Targeted optimization strategies are proposed to solve the problems of unbalanced resource allocation, insufficient digital literacy of rural teachers, and low localization of digital resources, providing practical reference for the high-quality and balanced development of primary education in western coastal small and medium-sized cities in China.