Bridging EdTech gaps: Examining learning equity in low-income educational settings

This study aims to explore the impact of educational technology (EdTech) adoption on learning equity in low-income communities in Sub-Saharan Africa (2015–2024). It examines how EdTech influences pedagogical practices, student engagement, and academic outcomes in these settings. By focusing on the intersection of digital divide, socioeconomic status, and EdTech integration, the study seeks to identify how technology can contribute to bridging educational inequalities, with particular emphasis on its role in promoting equity among students from diverse economic backgrounds. The research utilizes a mixed-methods approach, combining quantitative surveys and qualitative interviews. Data were collected from 73,421 students across 1003 schools in low-income areas. Structural equation modeling (SEM) was used to analyze the relationship between EdTech adoption, pedagogical integration, learning equity, and student performance. The study also incorporates multilevel analysis to explore the varying impacts of EdTech across different schools and socioeconomic contexts, providing a nuanced understanding of how digital tools can influence educational equity. The findings reveal that EdTech adoption significantly enhances pedagogical integration, which in turn improves learning equity. The study found a strong positive correlation between EdTech use and student engagement, particularly for lower-SES students. Schools with better access to digital infrastructure demonstrated greater improvements in equity. Moreover, socioeconomic status was found to moderate the relationship between EdTech and learning outcomes, with lower-SES students benefiting more from technology interventions. The study also highlights the importance of addressing digital infrastructure gaps to maximize the equity-enhancing potential of EdTech. This study contributes to the growing body of literature by providing a comprehensive examination of EdTech’s role in promoting learning equity in low-income communities. The multilevel analysis and focus on the interaction between digital access, pedagogical integration, and socioeconomic context offer new insights into how EdTech can be leveraged to address educational inequities. It provides critical evidence for policymakers and educators seeking to design inclusive educational interventions.