Factors promoting digital exclusion of some students in higher education: a systematic review of digital divide in learning experiences

The Fourth Industrial Revolution has brought many changes to higher education, such as the introduction of digital technologies in teaching and learning processes. In this systematic literature review, studies from repositories like EBSCO and Google Scholar were collected to understand how the Technology Acceptance Model could provide answers to the said linkages. The study then focused on technology use in education and the consequent improvement of academic performance whilst identifying portions of the populace, which had yet to be bridged in terms of digital exclusion. Confirmed were the findings of having a digital divide or digital exclusion among selected students, aligning to earlier studies in higher education. The study underscored the fact that digital exclusion and division are different from one person to another, from institutions, and from countries. These issues were classified into social exclusion, digital exclusion, and accessibility, thus creating a robust understanding of digital exclusion in higher education. Addressing these lighting issues could prove problematic as the solutions vary with the specific context of the institution. For example, the study proposes inclusivity measures even in higher education, such as creating digital competency training for all students and provision for the appropriate technologies. By doing so, higher education institutions can ensure equal opportunity for students to succeed in this modern digital age.