Digital inequality and children’s inclusion in education
Background: Digital inequality continues to limit many children’s access to education despite the growing importance of technology in learning. Children from rural, low-income, and marginalised communities often lack digital devices, reliable internet connectivity, and digital literacy, restricting their participation in educational opportunities and widening existing inequalities.
Aim: This paper examines how digital inequality affects children’s educational inclusion through a literature review, with particular attention to how children’s voices, experiences, and perspectives are represented in existing research.
Method/approach: This study employs a narrative literature review of peer-reviewed articles and policy reports published between 2018 and 2025. Relevant literature was identified through Google Scholar, ERIC, and Scopus using keywords including digital inequality, children, digital inclusion, and inclusive education. Studies focusing on children’s educational experiences and participation were thematically analysed.
Results/findings: The review indicates that limited access to digital devices, poor internet connectivity, low digital literacy, and inadequate technological support reduce children’s participation and engagement in learning. The literature also reveals children’s experiences of exclusion, frustration, and unequal learning opportunities, particularly among socially and economically disadvantaged groups. These findings highlight that digital inequality is shaped by multiple social and structural factors.
Conclusion: Reducing digital inequality requires equitable access to technology, improved digital infrastructure, digital literacy programs, and child-centred educational policies. Incorporating children’s perspectives into digital education planning can promote more inclusive and equitable learning opportunities for all.
Implications for children and families: Ensure equitable digital access and meaningful participation in learning.
Implications for practitioners: Develop inclusive digital strategies that address technological barriers while incorporating children’s voices into educational policy and practice.
Keywords: digital access, digital inequality, children’s voices, digital inclusion, inclusive education, educational equity
This presentation relates to the following United Nations Sustainable Development Goals: