Training qualified rural area teachers in Malawi using synchronous virtual learning (SVL) information and communication technologies (ICTs) platforms

Low qualified teacher supply in Malawi remains a problem despite decades of global efforts to narrow rural education equity gaps. Rural area qualified teacher supply in Malawi may improve if technology-mediated training schemes extend sustainable training access to the rural environment. The rural education landscape in Malawi is multifaceted, complex, with much contextual variance. This field study explicitly focused on whether Synchronous Virtual Learning (SVL) Information and Communication Technologies (ICTs) can provide a means to facilitate training for pre- and in-service teachers within the rural environment in Malawi. The study aimed to identify the needs and assets related to knowledge, motivation, organization, and sociocultural factors that influence the feasibility of training rural pre- and in-service teachers through community-based SVL ICTs platforms. The Clark and Estes (2008) KMO model and the Vygotsky (1978) Sociocultural Theory provided this research?s theoretical and conceptual framework. This study used a qualitative research approach to collect interview data to answer the critical research questions aligned with knowledge, motivation, organization, and sociocultural factors. Purposeful sampling served to select participants to inform the research findings. Interview data analysis provided emerging themes aligned with the KMO and sociocultural theories and conceptual framework. The findings revealed what KMO and sociocultural assets were in place to support technology-mediated pre- and in-service rural teacher training and what KMO and barriers required attention. The findings provided recommendations on knowledge, motivation, organization, and sociocultural factors related to increasing rural area qualified teacher supply through SVL ICTs interventions in Malawi.