Bridging the Gap: The Role of Technology in Reducing Educational Inequality in Developing Countries

Abstract

The problem of educational inequality in most developing countries is especially prevalent among the students who live in rural, low-income, and marginalized communities. The paper discusses the contribution of education technology in closing these gaps using mixed-methods design of certain areas in Kenya, Pakistan, and Colombia. Under the guidance of the Digital Divide Theory, the Capability Approach and the Constructivist Learning Theory, the research seeks to explore inequality in digital access, utilization, and achievement, with an assessment of the effects of national and local ed-tech interventions. The use of quantitative data by means of surveys and regression analysis shows that there are harsh rural-urban and income disparities in the possession of devices, internet access, and interaction with interactive digital systems. The qualitative results of the interviews and focus groups give voice to students and teachers and reveal the barriers in the form of an inability to afford services, digital illiteracy, and cultural inappropriateness of education content. Although certain interventions have delivered positive results on literacy and engagement, success depends on infrastructural preparedness, capacity building of teachers and universal design. The article states that technology by itself cannot conquer educational inequality, and it should exist in a wider, equity-based system. Policy suggestions can be on the expansion of digital infrastructure, subsidizing, the inclusion of inclusive ed-tech in the curricula, and multi-sectoral partnerships to have sustainable effects. Finally, to address the gap, the educational technologies should be accessible, relative, as well as empowering and not just accessible. The study provides information to policy makers, teachers and other players in development who may be interested in the design of inclusive and transformative digital learning environments within low resource settings.

Keywords: Educational Inequality, Digital Divide, Educational Technology, Developing Countries, Inclusive Education, Digital Equity, Teacher Training, Capability Approach, Policy Recommendations