Abstract
Preparing teachers in small rural schools to effectively integrate technology into their teaching practices is vital for fostering 21st-century skills in students, despite the unique challenges these settings present. To explore the specific challenges and opportunities related to the professional development of teachers in small rural schools, in the context of increasing digitalisation of education. This study employs a systematic review as its research method, aiming to identify, critically evaluate, and synthesize relevant studies that shed light on this context. Teacher education programmes that adeptly incorporate technology, such as mobile devices, into their curricula offer a critical support system not just for urban educators, but importantly for rural teacher candidates who may have limited access to higher education resources. Smartphones and tablets, for instance, can serve as valuable tools for these teachers, allowing them constant and remote access to professional development materials and effective learning resources. The technology also presents an opportunity for iterative learning, where immediate feedback can guide improvements in teaching strategies. Examples include the use of virtual avatars as teaching aids instead of in-person instruction. As the push for digitalisation continues, it is incumbent upon educational institutions to articulate the benefits and returns of such investments, especially in the context of small rural schools where resources may be limited and the challenges distinct. This articulation must be framed in terms that resonate with educators, students, communities, and potential educational funders in these rural contexts.