Bridging the gap: Enhancing digital literacy and access among rural students in Nueva Ecija, Philippines

Cris Norman P. Olipas; Rachel Alegado

doi:10.31893/multirev.2026317

Keywords:

educational technology

Abstract

This study investigates the digital literacy levels and access to technology among rural students in Nueva Ecija, Philippines, in response to growing concerns over educational equity in the digital age. Specifically, it aims to (1) describe the demographic profile of students in terms of sex, access to digital devices, and internet connectivity; (2) assess their digital literacy across key skill areas; (3) evaluate access to digital infrastructure and learning resources; and (4) propose intervention activities to bridge the digital divide. A descriptive-quantitative research design was employed, with 109 Junior and Senior High School students selected through purposive sampling. Data were gathered through a homemade, validated survey questionnaire and analysed using descriptive statistics. Findings revealed that while students generally demonstrate strong foundational digital skills—particularly in basic operations, online communication, and information retrieval—gaps persist in problem-solving, troubleshooting, and reliable access to digital infrastructure. Nearly all respondents owned smartphones, but fewer had access to laptops or computers. Internet connectivity was more reliable at home than in school, and access to educational platforms and school-based digital resources was uneven. Despite high self-reported confidence in using technology, limitations in infrastructure and support mechanisms hinder students’ ability to fully participate in digital learning. In light of these findings, targeted interventions are proposed, including digital literacy training, infrastructure development, teacher capacity-building, and community-based access hubs. These initiatives aim to enhance students’ digital competencies and ensure equitable access to technology-enhanced education, aligning with the goals of inclusive and quality education as promoted in Sustainable Development Goal 4.
References
1. Aini, M. A. (2025). Bridging the digital divide: Ensuring equitable access to education technology. Assoeltan: Indonesian Journal of Community Research and Engagement, 3(1), 11–22. https://doi.org/10.70610/edujavare.v3i1.800
2. Alegado, R. T., Olipas, C. N. P., & Carlos, C. J. M. (2025). Needs assessment for the development of a College of Information and Communications Technology smart building. International Journal of Innovative Research and Scientific Studies, 8(3), 4586–4592. https://doi.org/10.53894/ijirss.v8i3.7569
3. Boeren, E. (2019). Understanding Sustainable Development Goal (SDG) 4 on “Quality Education” from micro, meso and macro perspectives. International Review of Education, 65(2), 277–294. https://doi.org/10.1007/s11159-019-09772-7
4. Ceballos, X. D. (2024). Philippine public schools lag in internet; computer access compared to Asian peers. Manila Bulletin. https://mb.com.ph/2024/8/31/article-2676pidsphpublicschoolsamonglowinternetcomputeraccessinasia
5. Chama, A., & A, S. (2023). Digital literacy skills of teachers: A study on ICT use and purposes. SSRN Electronic Journal. https://doi.org/10.2139/ssrn.4492414
6. Chen, R., & Liu, I. (2013). Research on the effectiveness of information technology in reducing the rural–urban knowledge divide. Computers & Education, 63, 437–445. https://doi.org/10.1016/j.compedu.2013.01.002
7. Danial, A., Rafiq, A. H., & Izzuddin, F. (2022). Bridging the digital divide: Ensuring access to technology in education for all children. In Proceedings of the International Conference of Innovation, Science, Technology, Education, Children, and Health, 2(1), 288–293. https://doi.org/10.62951/icistech.v2i1.148
8. Devina, P., Kue, M., & Nugraha, D. (2024). The impact of smartphone use on student behavior in Ma Al-Marfuiyah. Journal of Education Image, 4(2), 1712–1720. https://doi.org/10.38048/jcp.v4i2.3437
9. Forde, C., & O’Brien, A. (2022). A literature review of barriers and opportunities presented by digitally enhanced practical skill teaching and learning in health science education. Medical Education Online, 27(1). https://doi.org/10.1080/10872981.2022.2068210
10. Garland, V. E., & Wotton, S. E. (2001). Bridging the digital divide in public schools. Journal of Educational Technology Systems, 30(2), 115–123. https://doi.org/10.2190/c22f-8tj3-9qpy-0g8v
11. Goh, D., & Kale, U. (2015). The urban–rural gap: Project-based learning with Web 2.0 among West Virginian teachers. Technology, Pedagogy and Education, 25(3), 355–376. https://doi.org/10.1080/1475939x.2015.1051490
12. Goshtasbpour, F., Pitt, B., Cross, S., Ferguson, R., & Whitelock, D. (2023). Challenges for innovation and educational change in digital education in low resourced settings: A Kenyan example. Ubiquity Proceedings. https://doi.org/10.5334/uproc.66
13. Hu, S., Dai, J., Wen, H., Lai, Z., Li, X., Lin, L., & Chen, L. (2023). Digital transformation promotes the high-quality development of rural education: Value, dilemma and strategy. Journal of Social Science Humanities and Literature, 6(6), 211–218. https://doi.org/10.53469/jsshl.2023.06(06).32
14. India, G., Y, V., O, A., Diwakar, N., Jain, M., Vashistha, A., & Swaminathan, M. (2021). Teachers’ perceptions around digital games for children in low-resource schools for the blind. In Proceedings of the 2021 CHI Conference on Human Factors in Computing Systems (pp. 1–17). New York, NY, United States. https://doi.org/10.1145/3411764.3445194
15. Jackman, J. A., Gentile, D. A., Cho, N.-J., & Park, Y. (2021). Addressing the digital skills gap for future education. Nature Human Behaviour, 5(5), 542–545. https://doi.org/10.1038/s41562-021-01074-z
16. James, J. (2019). Confronting the scarcity of digital skills among the poor in developing countries. Development Policy Review, 39(2), 324–339. https://doi.org/10.1111/dpr.12479
17. Jane, F. (2024). Impact of gender representation in textbooks on student achievement in the United Kingdom. International Journal of Gender Studies, 9(3), 28–41. https://doi.org/10.47604/ijgs.2878
18. Javier, P. (2024). COA flags DepEd for delayed construction of facilities in remote areas. ABS-CBN News. https://www.abs-cbn.com/news/nation/2024/12/26/coa-flags-deped-for-delayed-construction-of-facilities-in-remote-areas-1758
19. Kaminskienė, L., Järvelä, S., & Lehtinen, E. (2022). How does technology challenge teacher education? International Journal of Educational Technology in Higher Education, 19(1), 64. https://doi.org/10.1186/s41239-022-00375-1
20. Kaur, S. (2025). A comparative analysis of digital tool usage in rural and urban schools: Perspectives of students and teachers. International Journal of Scientific Research in Engineering and Management, 9(3), 1–9. https://doi.org/10.55041/ijsrem42715
21. Kusmawan, U. (2024). Transforming digital learning and assessment strategies in higher education. Multidisciplinary Reviews, 8(1), 2025016. https://doi.org/10.31893/multirev.2025016
22. Li, Y., & Ranieri, M. (2012). Educational and social correlates of the digital divide for rural and urban children: A study on primary school students in a provincial city of China. Computers & Education, 60(1), 197–209. https://doi.org/10.1016/j.compedu.2012.08.001
23. Mavangere, N., Edifor, E. E., Adedoyin, F., Apeh, E., & Owusu, A. (2022). Education inequality in underserved regions: Exploring the role of technology to promote diversity and inclusivity. In 2022 IEEE International Conference on e-Business Engineering (ICEBE) (pp. 288–293). Bournemouth, United Kingdom. https://doi.org/10.1109/icebe55470.2022.00057
24. Olipas, C. N. P. (2025). Exploring the relationship between perceived importance and information technology student participation in extracurricular activities: A basis for a plan of action. Multidisciplinary Reviews, 9(2). https://doi.org/10.31893/multirev.2026052
25. Olipas, C. N. P., & Cochanco, R. A. G. (2025). Enhancing inclusivity and student well-being: A sentiment analysis on the need for a gender-inclusive comfort room among IT students. Interdisciplinary Journal of Information, Knowledge, and Management, 20, 5. https://doi.org/10.28945/5438
26. Patrobas, M., Machumu, H. J., & Mtawa, N. (2023). Digital skills and learning in Tanzania secondary schools: Students and teachers’ influence. Qeios. https://doi.org/10.32388/qju9ps
27. Pérez-Escoda, A., García-Ruiz, R., Castro-Zubizarreta, A., & Aguaded, I. (2017). Media literacy and digital skills for enhancing critical thinking in networked society. In Technological Ecosystems for Enhancing Multiculturality (Vol. 67, pp. 1–7). https://doi.org/10.1145/3144826.3145417
28. Purmayanti, D. (2022). The challenges of implementing digital literacy in teaching and learning activities for EFL learners in Indonesia. BATARA DIDI English Language Journal, 1(2), 101–110. https://doi.org/10.56209/badi.v1i2.38
29. Ragaza, B. J. (2025). Filipino students deserve better: Rethinking tech education for the future. LinkedIn. https://www.linkedin.com/pulse/filipino-students-deserve-better-need-tech-education-ragaza-ghaqf/ (Accessed March 19, 2025).
30. Ruba, R. M. B. (2024). Malayong paaralan sa Nueva Ecija, tumanggap ng internet resources mula sa DOST. Department of Science and Technology – Science and Technology Information Institute. https://stii.dost.gov.ph/1841-malayong-paaralan-sa-nueva-ecija-tumanggap-ng-internet-resources-mula-sa-dost (Accessed May 19, 2025).
31. Sevallos, N. J. (2023). UNESCO: Philippines still lacking in computers for students’ learning. The Philippine Star. https://www.philstar.com/headlines/2023/12/14/2318674/unesco-philippines-still-lacking-computers-students-learning (Accessed May 21, 2025).
32. Shamsudin, N., Ladisma, M., Anuar, R., Han, C. T., & Ahmed, A. (2023). Closing the divide: Insights into cloud-based learning for students in rural areas. e-Bangi: Journal of Social Sciences & Humanities, 20(4), 432–440. https://doi.org/10.17576/ebangi.2023.2004.38
33. Sibug, V. B., Vital, V. P., Miranda, J. P. P., Fernando, E. Q., Gamboa, A. B., Hernandez, H. E., Bansil, J. A., Penecilla, E. M., & Gonzales, D. D. (2024). Teachers’ perspectives on integrating AI tools in classrooms: Insights from the Philippines. International Conference on Computers in Education. https://doi.org/10.58459/icce.2024.4964
34. Suarez Enciso, S., Yang, H. M., & Chacon Ugarte, G. (2024). Skills for life series: Digital skills. Inter-American Development Bank. https://doi.org/10.18235/0013099
35. Tamilarasi, M. (2023). Mobile empowerment: Enhancing education and connectivity for college students. International Journal of English, Literature and Social Science, 8(3), 294–300. https://doi.org/10.22161/ijels.83.48
36. Tecson, Z. (2023). 2.4K Nueva Ecija learners get access to digital library. Philippine News Agency. https://www.pna.gov.ph/articles/1204005 (Accessed March 12, 2025).
37. Tusiime, W. E., Johannesen, M., & Gudmundsdottir, G. B. (2020). Teaching art and design in a digital age: Challenges facing Ugandan teacher educators. Journal of Vocational Education and Training, 74(4), 554–574. https://doi.org/10.1080/13636820.2020.1786439
38. Tymchuk, I., Pohorila, S., Kaplinskyi, V., Popov, O., & Derstuganova, N. (2024). Enhancing online learning quality through digital competencies of students. Salud Ciencia y Tecnología – Serie de Conferencias, 3. https://doi.org/10.56294/sctconf2024.1128
39. UNESCO. (2023). Global education monitoring report 2023: Technology in education: A tool on whose terms? GEM Report UNESCO. https://doi.org/10.54676/uzqv8501
40. UNESCO. (2024). Launch of common framework to guide the digital transformation of education. United Nations Educational, Scientific and Cultural Organization. https://www.unesco.org/en/articles/launch-common-framework-guide-digital-transformation-education (Accessed April 2, 2025).
41. Urquizo, J., Singh, P., Lansdale, D., Sanchez, N., Bermudez, K., Easlick, T., Lawrence, C., Wacker, N., Cooper, K., Choi, C. H., Huhmann, M., Sullivan, J., Cordova, J., & Martin, C. (2020). Laying the foundations for a digital literacy program in the Galapagos Islands. In 2020 IEEE Global Humanitarian Technology Conference (GHTC) (pp. 1–8). Seattle, USA. https://doi.org/10.1109/ghtc46280.2020.9342878
42. Walters, T., Hassanli, N., & Finkler, W. (2020). Who is seen to be doing business research, and does it really matter? Gender representation at academic conferences. Equality, Diversity and Inclusion: An International Journal, 40(3), 338–354. https://doi.org/10.1108/EDI-08-2019-0220
43. Wang, P. (2013). Examining the digital divide between rural and urban schools: Technology availability, teachers’ integration level and students’ perception. Journal of Curriculum and Teaching, 2(2), 127–139. https://doi.org/10.5430/jct.v2n2p127
44. Waqar, Y., Rashid, S., Anis, F., & Muhammad, Y. (2024). Digital divide & inclusive education: Examining how unequal access to technology affects educational inclusivity in urban versus rural Pakistan. Journal of Social & Organizational Matters, 3(3), 1–13. https://doi.org/10.56976/jsom.v3i3.97
45. Zhang, Q. (2023). Demand mechanism, information barriers, and comprehensive approaches for the development of rural education in the context of educational digitalization. Journal of Education, Humanities and Social Sciences, 22, 230–236. https://doi.org/10.54097/ehss.v22i.12426
46. Zhao, L., Cao, C., Li, Y., & Li, Y. (2021). Determinants of the digital outcome divide in e-learning between rural and urban students: Empirical evidence from the COVID-19 pandemic based on capital theory. Computers in Human Behavior, 130, 107177. https://doi.org/10.1016/j.chb.2021.107177

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

How to cite

Olipas, C. N. P., & Alegado, R. (2025). Bridging the gap: Enhancing digital literacy and access among rural students in Nueva Ecija, Philippines. Multidisciplinary Reviews, 9(7), 2026317. https://doi.org/10.31893/multirev.2026317

[1] Aini, M. A. (2025). Bridging the digital divide: Ensuring equitable access to education technology. Assoeltan: Indonesian Journal of Community Research and Engagement, 3(1), 11–22. https://doi.org/10.70610/edujavare.v3i1.800

[2] Alegado, R. T., Olipas, C. N. P., & Carlos, C. J. M. (2025). Needs assessment for the development of a College of Information and Communications Technology smart building. International Journal of Innovative Research and Scientific Studies, 8(3), 4586–4592. https://doi.org/10.53894/ijirss.v8i3.7569

[3] Boeren, E. (2019). Understanding Sustainable Development Goal (SDG) 4 on “Quality Education” from micro, meso and macro perspectives. International Review of Education, 65(2), 277–294. https://doi.org/10.1007/s11159-019-09772-7

[4] Ceballos, X. D. (2024). Philippine public schools lag in internet; computer access compared to Asian peers. Manila Bulletin. https://mb.com.ph/2024/8/31/article-2676pidsphpublicschoolsamonglowinternetcomputeraccessinasia

[5] Chama, A., & A, S. (2023). Digital literacy skills of teachers: A study on ICT use and purposes. SSRN Electronic Journal. https://doi.org/10.2139/ssrn.4492414

[6] Chen, R., & Liu, I. (2013). Research on the effectiveness of information technology in reducing the rural–urban knowledge divide. Computers & Education, 63, 437–445. https://doi.org/10.1016/j.compedu.2013.01.002

[7] Danial, A., Rafiq, A. H., & Izzuddin, F. (2022). Bridging the digital divide: Ensuring access to technology in education for all children. In Proceedings of the International Conference of Innovation, Science, Technology, Education, Children, and Health, 2(1), 288–293. https://doi.org/10.62951/icistech.v2i1.148

[8] Devina, P., Kue, M., & Nugraha, D. (2024). The impact of smartphone use on student behavior in Ma Al-Marfuiyah. Journal of Education Image, 4(2), 1712–1720. https://doi.org/10.38048/jcp.v4i2.3437

[9] Forde, C., & O’Brien, A. (2022). A literature review of barriers and opportunities presented by digitally enhanced practical skill teaching and learning in health science education. Medical Education Online, 27(1). https://doi.org/10.1080/10872981.2022.2068210

[10] Garland, V. E., & Wotton, S. E. (2001). Bridging the digital divide in public schools. Journal of Educational Technology Systems, 30(2), 115–123. https://doi.org/10.2190/c22f-8tj3-9qpy-0g8v

[11] Goh, D., & Kale, U. (2015). The urban–rural gap: Project-based learning with Web 2.0 among West Virginian teachers. Technology, Pedagogy and Education, 25(3), 355–376. https://doi.org/10.1080/1475939x.2015.1051490

[12] Goshtasbpour, F., Pitt, B., Cross, S., Ferguson, R., & Whitelock, D. (2023). Challenges for innovation and educational change in digital education in low resourced settings: A Kenyan example. Ubiquity Proceedings. https://doi.org/10.5334/uproc.66

[13] Hu, S., Dai, J., Wen, H., Lai, Z., Li, X., Lin, L., & Chen, L. (2023). Digital transformation promotes the high-quality development of rural education: Value, dilemma and strategy. Journal of Social Science Humanities and Literature, 6(6), 211–218. https://doi.org/10.53469/jsshl.2023.06(06).32

[14] India, G., Y, V., O, A., Diwakar, N., Jain, M., Vashistha, A., & Swaminathan, M. (2021). Teachers’ perceptions around digital games for children in low-resource schools for the blind. In Proceedings of the 2021 CHI Conference on Human Factors in Computing Systems (pp. 1–17). New York, NY, United States. https://doi.org/10.1145/3411764.3445194

[15] Jackman, J. A., Gentile, D. A., Cho, N.-J., & Park, Y. (2021). Addressing the digital skills gap for future education. Nature Human Behaviour, 5(5), 542–545. https://doi.org/10.1038/s41562-021-01074-z

[16] James, J. (2019). Confronting the scarcity of digital skills among the poor in developing countries. Development Policy Review, 39(2), 324–339. https://doi.org/10.1111/dpr.12479

[17] Jane, F. (2024). Impact of gender representation in textbooks on student achievement in the United Kingdom. International Journal of Gender Studies, 9(3), 28–41. https://doi.org/10.47604/ijgs.2878

[18] Javier, P. (2024). COA flags DepEd for delayed construction of facilities in remote areas. ABS-CBN News. https://www.abs-cbn.com/news/nation/2024/12/26/coa-flags-deped-for-delayed-construction-of-facilities-in-remote-areas-1758

[19] Kaminskienė, L., Järvelä, S., & Lehtinen, E. (2022). How does technology challenge teacher education? International Journal of Educational Technology in Higher Education, 19(1), 64. https://doi.org/10.1186/s41239-022-00375-1

[20] Kaur, S. (2025). A comparative analysis of digital tool usage in rural and urban schools: Perspectives of students and teachers. International Journal of Scientific Research in Engineering and Management, 9(3), 1–9. https://doi.org/10.55041/ijsrem42715

[21] Kusmawan, U. (2024). Transforming digital learning and assessment strategies in higher education. Multidisciplinary Reviews, 8(1), 2025016. https://doi.org/10.31893/multirev.2025016

[22] Li, Y., & Ranieri, M. (2012). Educational and social correlates of the digital divide for rural and urban children: A study on primary school students in a provincial city of China. Computers & Education, 60(1), 197–209. https://doi.org/10.1016/j.compedu.2012.08.001

[23] Mavangere, N., Edifor, E. E., Adedoyin, F., Apeh, E., & Owusu, A. (2022). Education inequality in underserved regions: Exploring the role of technology to promote diversity and inclusivity. In 2022 IEEE International Conference on e-Business Engineering (ICEBE) (pp. 288–293). Bournemouth, United Kingdom. https://doi.org/10.1109/icebe55470.2022.00057

[24] Olipas, C. N. P. (2025). Exploring the relationship between perceived importance and information technology student participation in extracurricular activities: A basis for a plan of action. Multidisciplinary Reviews, 9(2). https://doi.org/10.31893/multirev.2026052

[25] Olipas, C. N. P., & Cochanco, R. A. G. (2025). Enhancing inclusivity and student well-being: A sentiment analysis on the need for a gender-inclusive comfort room among IT students. Interdisciplinary Journal of Information, Knowledge, and Management, 20, 5. https://doi.org/10.28945/5438

[26] Patrobas, M., Machumu, H. J., & Mtawa, N. (2023). Digital skills and learning in Tanzania secondary schools: Students and teachers’ influence. Qeios. https://doi.org/10.32388/qju9ps

[27] Pérez-Escoda, A., García-Ruiz, R., Castro-Zubizarreta, A., & Aguaded, I. (2017). Media literacy and digital skills for enhancing critical thinking in networked society. In Technological Ecosystems for Enhancing Multiculturality (Vol. 67, pp. 1–7). https://doi.org/10.1145/3144826.3145417

[28] Purmayanti, D. (2022). The challenges of implementing digital literacy in teaching and learning activities for EFL learners in Indonesia. BATARA DIDI English Language Journal, 1(2), 101–110. https://doi.org/10.56209/badi.v1i2.38

[29] Ragaza, B. J. (2025). Filipino students deserve better: Rethinking tech education for the future. LinkedIn. https://www.linkedin.com/pulse/filipino-students-deserve-better-need-tech-education-ragaza-ghaqf/ (Accessed March 19, 2025).

[30] Ruba, R. M. B. (2024). Malayong paaralan sa Nueva Ecija, tumanggap ng internet resources mula sa DOST. Department of Science and Technology – Science and Technology Information Institute. https://stii.dost.gov.ph/1841-malayong-paaralan-sa-nueva-ecija-tumanggap-ng-internet-resources-mula-sa-dost (Accessed May 19, 2025).

[31] Sevallos, N. J. (2023). UNESCO: Philippines still lacking in computers for students’ learning. The Philippine Star. https://www.philstar.com/headlines/2023/12/14/2318674/unesco-philippines-still-lacking-computers-students-learning (Accessed May 21, 2025).

[32] Shamsudin, N., Ladisma, M., Anuar, R., Han, C. T., & Ahmed, A. (2023). Closing the divide: Insights into cloud-based learning for students in rural areas. e-Bangi: Journal of Social Sciences & Humanities, 20(4), 432–440. https://doi.org/10.17576/ebangi.2023.2004.38

[33] Sibug, V. B., Vital, V. P., Miranda, J. P. P., Fernando, E. Q., Gamboa, A. B., Hernandez, H. E., Bansil, J. A., Penecilla, E. M., & Gonzales, D. D. (2024). Teachers’ perspectives on integrating AI tools in classrooms: Insights from the Philippines. International Conference on Computers in Education. https://doi.org/10.58459/icce.2024.4964

[34] Suarez Enciso, S., Yang, H. M., & Chacon Ugarte, G. (2024). Skills for life series: Digital skills. Inter-American Development Bank. https://doi.org/10.18235/0013099

[35] Tamilarasi, M. (2023). Mobile empowerment: Enhancing education and connectivity for college students. International Journal of English, Literature and Social Science, 8(3), 294–300. https://doi.org/10.22161/ijels.83.48

[36] Tecson, Z. (2023). 2.4K Nueva Ecija learners get access to digital library. Philippine News Agency. https://www.pna.gov.ph/articles/1204005 (Accessed March 12, 2025).

[37] Tusiime, W. E., Johannesen, M., & Gudmundsdottir, G. B. (2020). Teaching art and design in a digital age: Challenges facing Ugandan teacher educators. Journal of Vocational Education and Training, 74(4), 554–574. https://doi.org/10.1080/13636820.2020.1786439

[38] Tymchuk, I., Pohorila, S., Kaplinskyi, V., Popov, O., & Derstuganova, N. (2024). Enhancing online learning quality through digital competencies of students. Salud Ciencia y Tecnología – Serie de Conferencias, 3. https://doi.org/10.56294/sctconf2024.1128

[39] UNESCO. (2023). Global education monitoring report 2023: Technology in education: A tool on whose terms? GEM Report UNESCO. https://doi.org/10.54676/uzqv8501

[40] UNESCO. (2024). Launch of common framework to guide the digital transformation of education. United Nations Educational, Scientific and Cultural Organization. https://www.unesco.org/en/articles/launch-common-framework-guide-digital-transformation-education (Accessed April 2, 2025).

[41] Urquizo, J., Singh, P., Lansdale, D., Sanchez, N., Bermudez, K., Easlick, T., Lawrence, C., Wacker, N., Cooper, K., Choi, C. H., Huhmann, M., Sullivan, J., Cordova, J., & Martin, C. (2020). Laying the foundations for a digital literacy program in the Galapagos Islands. In 2020 IEEE Global Humanitarian Technology Conference (GHTC) (pp. 1–8). Seattle, USA. https://doi.org/10.1109/ghtc46280.2020.9342878

[42] Walters, T., Hassanli, N., & Finkler, W. (2020). Who is seen to be doing business research, and does it really matter? Gender representation at academic conferences. Equality, Diversity and Inclusion: An International Journal, 40(3), 338–354. https://doi.org/10.1108/EDI-08-2019-0220

[43] Wang, P. (2013). Examining the digital divide between rural and urban schools: Technology availability, teachers’ integration level and students’ perception. Journal of Curriculum and Teaching, 2(2), 127–139. https://doi.org/10.5430/jct.v2n2p127

[44] Waqar, Y., Rashid, S., Anis, F., & Muhammad, Y. (2024). Digital divide & inclusive education: Examining how unequal access to technology affects educational inclusivity in urban versus rural Pakistan. Journal of Social & Organizational Matters, 3(3), 1–13. https://doi.org/10.56976/jsom.v3i3.97

[45] Zhang, Q. (2023). Demand mechanism, information barriers, and comprehensive approaches for the development of rural education in the context of educational digitalization. Journal of Education, Humanities and Social Sciences, 22, 230–236. https://doi.org/10.54097/ehss.v22i.12426

[46] Zhao, L., Cao, C., Li, Y., & Li, Y. (2021). Determinants of the digital outcome divide in e-learning between rural and urban students: Empirical evidence from the COVID-19 pandemic based on capital theory. Computers in Human Behavior, 130, 107177. https://doi.org/10.1016/j.chb.2021.107177

Abstract

References

How to cite