Abstract
This study investigated the incorporation of Information and Communication Technology (ICT) tools, remedial education programs, and new teaching approaches in rural and economically disadvantaged areas. The study used qualitative approaches to investigate a range of research inquiries, exploring perceptions, effects, obstacles, factors that influence success, and the consequences for policy and practice. The findings indicate that educators and students have varied perspectives on incorporating ICT, with different opinions on the advantages and obstacles involved. Remedial education programs are vital in tackling academic difficulties, especially during and after the COVID-19 pandemic. Nevertheless, the efficient application of ICT is impeded by structural obstacles such as insufficient infrastructure and restricted technological access. Faculty development initiatives and collaborative partnerships are critical factors in determining success. The significance of overcoming obstacles to ICT integration and promoting evidence-based policies is emphasized, highlighting the implications for policy and practice. In summary, the study provides valuable information on successful methods to enhance teaching and learning in rural and economically disadvantaged areas. This knowledge may shape policies and educational approaches that foster inclusive and fair education.
