Curbing Digital Divide In Education Through Leveraging Access To Digital Learning In Marginalised Communities In Chris Hani West

The digital divide remains a persistent challenge in South Africa’s education system, disproportionately affecting learners in rural and marginalised communities. This article examines strategies for curbing the digital divide through leveraging access to digital learning in Chris Hani West, a predominantly rural district in the Eastern Cape Province. The study explores key barriers to digital inclusion, including limited access to digital devices, high costs of internet connectivity, inadequate ICT infrastructure, language and accessibility constraints, and weak policy implementation at school and district levels. Drawing on a qualitative desktop-based review of academic literature, government reports, and relevant case studies, the article analyses how these challenges constrain equitable access to digital learning opportunities. The study further highlights the socio-economic and cultural factors that shape digital adoption and usage among learners and households in marginalised communities. The findings underscore the need for coordinated context-sensitive interventions such as affordable connectivity solutions, device provisioning programmes, infrastructure investment, multilingual and accessible digital content, and stronger institutional support for ICT integration in education. The article concludes that leveraging digital learning effectively in Chris Hani West requires not only technological solutions, but also inclusive policies and sustainable partnerships aimed at promoting equity, digital literacy, and long-term educational transformation.