ESP-3671

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2025-07-15

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Vol. 10 No. 7 (2025): Published

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Copyright (c) 2025 Oyeyemi Patricia Adako, Tolulope Foyekemi Ekundayo

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How to Cite

Patricia Adako, O., & Foyekemi Ekundayo, T. (2025). Bridging the digital divide in education: Strategies for equitable access to technology in Low-Income communities. Environment and Social Psychology, 10(7), ESP-3671. https://doi.org/10.59429/esp.v10i7.3671

Bridging the digital divide in education: Strategies for equitable access to technology in Low-Income communities

Oyeyemi Patricia Adako

Department of Education, Anglia Ruskin University Chelmsford Essex, Bishop Hall Ln, Chelmsford CM1 1SQ, United Kingdom

Tolulope Foyekemi Ekundayo

Department of Education Management, Adekunle Ajasin University, Akungba-Akoko, Ondo State, 342111, Nigeria


DOI: https://doi.org/10.59429/esp.v10i7.3671


Keywords: digital divide; educational technology; socioeconomic disparities; equity in education; access interventions; marginalized communities

Abstract

The digital divide continues to hinder educational opportunities for low-income students, limiting access to technology and digital resources. This study examines socioeconomic disparities in access to educational technology, identifies key barriers, and assesses strategies to bridge the gap. This article synthesizes effective interventions by systematically analyzing literature, policy frameworks, and case studies, including infrastructure expansion, affordable technology programs, digital literacy training, and community-based initiatives. It also examines government policies and private-sector contributions to promoting digital equity. The findings offer a comprehensive understanding of current efforts, highlighting financial constraints and implementation hurdles. This study provides actionable insights for educators, policymakers, and stakeholders seeking to ensure equitable access to educational technology, thereby fostering inclusive and sustainable digital learning environments.

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