| Abstract |
Rural teachers face multiple crises in their professional identity, including marginalization of social status, excessive workload, and "de-localization" of their local cultural identity. They also encounter systemic dilemmas such as the paradox of human capital mobility and policy implementation deviations. Educational technology, which could potentially solve resource constraints, is limited by infrastructure, digital skills, and resource adaptability, failing to fully realize its value. As a core force, the developmental difficulties of rural teachers affect the quality of rural education, cultural inheritance, and educational equity. Currently, rural teachers have lower social prestige, salaries, and development opportunities than urban teachers, and on average bear 3 to 5 additional non-teaching tasks, leading to widespread professional burnout. The urbanization-oriented teacher training system has resulted in a break in the inheritance of local culture. The application of educational technology is limited by network and equipment conditions, and its promotion is difficult due to the "age stratification" of teachers' digital skills, and the matching degree between resources and rural needs is low. Excellent teachers migrate to cities, and policy implementation suffers from formalism and insufficient supervision and evaluation, resulting in teacher instability and a "low-level cycle," making it difficult for policy benefits to materialize. Overcoming these challenges is crucial for stabilizing the teaching force and improving the quality of education, and is fundamental to building a strong education nation.
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