["British Journal of Educational Technology, Volume 57, Issue 3, Page 844-868, May 2026. ", "\nAbstract\n\nThe digital divide poses a significant challenge to educational equity as technology becomes central to learning. This study examines Cloud for Youth, an educational charity project that utilises cloud technology to bridge the digital divide in rural China. Guided by the Consolidated Framework for Implementation Research (CFIR), we examined how the project addressed the digital divide in rural schools and identified the factors that influenced its implementation across various contexts. We collected data through questionnaire surveys (1063 students, 60 teachers, 62 school administrators and 37 regional education officials), interviews (14 teachers and 17 administrators), on‐site observations in 11 schools and system data. Our findings demonstrate that cloud‐based solutions address three levels of the digital divide in rural China by promoting access, enabling effective use and enhancing digital literacy among teachers and students. Successful adoption was facilitated by the adaptability of cloud‐based solutions to local needs, the perceived benefits over traditional teaching methods, active partnerships between schools and external organisations and a high degree of tension for change in schools. However, implementation was hindered by persistent tensions between users' needs, capabilities, motivations and the broader environment. These tensions were reflected in students' limited access to reliable internet and digital devices in rural areas, teachers' insufficient competence in guiding students using digital tools, an institutional culture that resists digital transformation and a lack of targeted professional development and capacity‐building support. This study highlights the importance of institutional and home readiness for digital tools, teacher‐led development of digital resources and strategic guidance for students exploring digital technologies to foster equitable and adaptable digital learning.\n\n\n\n\nPractitioner notes\nWhat is already known about this topic\n\nBridging the digital divide is essential for achieving educational equity, particularly in low‐ and middle‐income countries (LMICs), where disparities in digital infrastructure and capacity are most pronounced.\nThe digital divide is commonly understood to include not only access to technology, but also the ability to use it effectively and to develop digital literacy.\nCloud technology offers a cost‐effective, scalable solution for education in LMICs. Its remote accessibility and compatibility with low‐end devices help expand access and address key dimensions of the digital divide.\n\nWhat this paper adds\n\nThe Consolidated Framework for Implementation Research (CFIR) offers a robust framework to analyse educational technology implementation by examining mechanisms at multiple levels, including the intervention, setting and individual factors.\nThis study examined how the large‐scale, non‐profit EdTech project addressed the digital divide in Chinese rural schools using mixed methods.\nSuccessful EdTech implementation was driven by the adaptability of cloud‐based solutions to local needs, perceived benefits over traditional methods, active school–external partnerships and a strong impetus for change in schools.\nImplementation faced ongoing tensions between users' needs, capabilities, motivations and the broader environment. These challenges included limited internet and device access, teachers' digital competencies, resistant institutional culture and insufficient professional development.\n\nImplications for practice and/or policy\n\nBridging the digital divide requires improving institutional and home readiness through systemic investments in infrastructure, extending access to digital resources beyond school hours and ensuring sustained high‐quality classroom instruction.\nWe should encourage expert teachers to lead the development of high‐quality cloud‐based resources, foster innovation and share effective practices through professional networks.\nStudents need guided opportunities to explore digital technologies. Teachers should structure learning, scaffold novice users and offer autonomy to advanced learners.\n\n\n\n\n"]