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However, most technological supports have been conducted in non-rural science classrooms, with their effectiveness in rural classrooms remaining underexplored. Rural students exhibit varying levels of Information and Communication Technology (ICT) competency, and the impact on technology-supported science classrooms warrants further exploration. To address these gaps, this study adopted a six-week experiment to conduct technology-supported collaborative inquiry activities in two eighth-grade classes, with a total of 101 students at a rural secondary school in China. Using a 2 \u00d7 2 quasi-experiment design, this study investigated the effects of different experimental interventions and levels of ICT competency on students\u2019 scientific literacy and subject knowledge. Students in the experiment class (<jats:italic>n<\/jats:italic>\u2009=\u200948) used a structured collaborative inquiry platform, i.e., WeInquiry, to conduct, record, and share their learning progress, while the students in the comparison class (<jats:italic>n<\/jats:italic>\u2009=\u200953) completed the same activities without the platform support. The results showed that technology-supported collaborative inquiry and students\u2019 ICT competency were both conducive to promoting rural students\u2019 scientific literacy. Further, the interactive effects of the experimental interventions and students\u2019 ICT competency significantly influenced their scientific literacy and subject knowledge. The findings suggest that considering different ICT competencies, technology-supported collaborative inquiry activities can positively impact students\u2019 science learning in rural classrooms. More studies are needed to explore how to integrate technological tools to better support science education in rural classrooms, with a particular focus on the influences of students\u2019 ICT competencies.<\/jats:p>","DOI":"10.1007\/s10639-025-13512-w","type":"journal-article","created":{"date-parts":[[2025,4,4]],"date-time":"2025-04-04T20:47:08Z","timestamp":1743799628000},"page":"18705-18732","update-policy":"https:\/\/doi.org\/10.1007\/springer_crossmark_policy","source":"Crossref","is-referenced-by-count":6,"title":["Exploring the effects of technology-supported collaborative inquiry and students\u2019 ICT competency on scientific literacy and subject knowledge in rural science classrooms"],"prefix":"10.1007","volume":"30","author":[{"given":"Fan","family":"Chen","sequence":"first","affiliation":[]},{"ORCID":"https:\/\/orcid.org\/0000-0002-7754-5506","authenticated-orcid":false,"given":"Ying","family":"Zhang","sequence":"additional","affiliation":[]},{"ORCID":"https:\/\/orcid.org\/0000-0002-6847-4013","authenticated-orcid":false,"given":"Gaowei","family":"Chen","sequence":"additional","affiliation":[]}],"member":"297","published-online":{"date-parts":[[2025,4,3]]},"reference":[{"issue":"1","key":"13512_CR2","doi-asserted-by":"publisher","first-page":"167","DOI":"10.1007\/s11422-016-9748-2","volume":"12","author":"E Abrams","year":"2016","unstructured":"Abrams, E., & Middleton, M. 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