This systematic literature review (SLR) examines the effect of digital competency on narrowing the educational gaps in rural schools, with an emphasis on teacher readiness and student self-concept. The use of information and communication technology (ICT) in rural education can help bridge the gap left by inadequate infrastructure and resources. However, digital tools are rarely well integrated, as teachers lack digital competency and students are not motivated to use these tools in their learning. This study is based on research from developed and developing countries, exploring the impact of teacher digital readiness on ICT integration and the relationship between students’ self-concept and their technology use. It outlines key pedagogical methods related to teacher digital competency and students’ self-concept necessary to achieve the full potential of digital technology in rural education. The results highlight the importance of professional development, improved access to digital resources, and policies that foster digital competency, thereby increasing teacher and student confidence in utilizing technology in learning. Overcoming those challenges, rural schools can offer equitable opportunities for all students to thrive in the digital realm.
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