The Digital Transformation Journey of Rural Primary Schools in Sabah: Challenges and Best Practices

Abstract

Digital transformation in education presents significant challenges particularly in rural school settings where limitations in infrastructure and resources may hinder implementation. This qualitative case studies explore the digital transformation journey of three rural primary schools in the Tuaran district Sabah. The study aims to examine the challenges encountered during the adoption of digital practices and to identify best practices that support successful digital transformation in rural schools. Data were collected through semi structured interviews with head teachers and teachers from three participating schools and analyzed using thematic analysis. The findings revealed several key challenges including limited digital infrastructure, inadequate technical expertise, resistance to change and difficulties in integrating digital tools into teaching practices and administrative work. Despite these challenges, the study identified several effective practices that facilitated digital transformation including mentoring programs, professional learning communities (PLCs), change management strategies and the gradual implementation of digital platforms to support adaptation among school staff. These practices contributed to improving data management, enhancing teaching and learning processes and greater readiness for digital implementation in schools. The study highlights the importance of context specific leadership, continuous professional development and sustained institutional support in advancing digital transformation in rural schools. The findings provide practical insights for policymakers, educational leaders and practitioners seeking to strengthen digitalization initiatives and promote equitable access to quality digital education in rural contexts.