DIGITAL EDUCATION AND SOCIAL INEQUALITY: AN INTERDISCIPLINARY ANALYSIS OF ACCESS, POLICY, AND LEARNING OUTCOMES
Keywords:
Digital education, social inequality, education policy, digital divide, interdisciplinary research.Abstract
The rapid expansion of digital education has transformed learning systems worldwide, offering flexibility, scalability, and technological innovation. However, unequal access to digital resources has intensified existing social inequalities in education. This interdisciplinary study examines the relationship between digital education, social inequality, and policy frameworks by integrating perspectives from education studies, social sciences, and public policy. Using a mixed-method approach involving student surveys and policy analysis, the study investigates how disparities in digital access affect learning outcomes. The findings indicate that while digital education enhances learning opportunities for well-resourced students, learners from disadvantaged backgrounds face significant barriers due to limited access, digital literacy gaps, and insufficient policy support. The study emphasizes the need for inclusive digital education policies to reduce inequality and promote equitable learning outcomes.
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