Sociological barriers to equitable digital learning: A data-driven approach

Abstract

This review paper examines the sociological barriers to equitable digital learning through a data-driven approach. By analyzing key sociological factors such as socioeconomic status, race, gender, and geographic location, the study identifies significant disparities in access to and outcomes of digital learning. Theoretical frameworks, including social and cultural capital and the digital divide, are used to contextualize these barriers. The paper synthesizes existing research, revealing how low-income, minority, and rural students face compounded challenges that hinder their educational progress in digital environments. Key findings highlight the urgent need for targeted policy interventions to bridge these gaps. Recommendations include increased funding for under-resourced schools, subsidized internet access, digital literacy training, and improved rural broadband infrastructure. Future research should focus on the intersectionality of these barriers and the long-term impact of digital learning disparities. The study underscores the importance of equitable digital learning in fostering an inclusive educational environment that prepares all students for the digital age.