Optimism in action: Future confidence fuels digital literacy development in China’s rural students.

Rural students often experience lower levels of future confidence compared to their urban peers due to limited access to resources, which can hinder their learning motivation, active learning, and ultimately, their computer and information literacy (CIL). Addressing a critical gap in the literature, this study ( N  = 2,393) draws on Dispositional Optimism Theory and educational learning research to examine the chain mediating effects of learning motivation and active learning on the relationship between future confidence and CIL among rural 8th graders in China. The findings revealed three key insights: (1) future confidence is positively associated with CIL; (2) learning motivation and active learning independently mediate the relationship between future confidence and CIL; and (3) learning motivation and active learning together form a chain mediation effect, further strengthening the future confidence–CIL link. These results provide a novel theoretical model to understand how students’ psychological attributes and learning behaviors influence their digital literacy. Practically, the study offers actionable strategies for educators in rural China, such as fostering students’ future confidence, promoting intrinsic learning motivation, and encouraging active participation in computer-based learning activities. The findings provide a pathway to improving rural students’ CIL and bridging the digital divide between rural and urban students.