Digital Equity and Accessibility in Higher Education: Reaching the Unreached
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| Title: | Digital Equity and Accessibility in Higher Education: Reaching the Unreached |
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| Language: | English |
| Authors: | Amjad Islam Amjad (ORCID |
| Source: | European Journal of Education. 2024 59(4). |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 13 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Access to Education, College Students, Disadvantaged, Power Structure, Access to Computers, Equal Education, Barriers, Student Attitudes, Universities, Low Income Students, Geographic Distribution, Educational Policy |
| DOI: | 10.1111/ejed.12795 |
| ISSN: | 0141-8211 1465-3435 |
| Abstract: | Digital equity and accessibility for higher education (HE) students have become crucial since the early 21st century, especially for underserved, deprived, marginalised and oppressed students. The present study aimed mainly to reveal the barriers to digital access (BDA) faced by marginalised groups and to find effective strategies for promoting digital inclusion (DI). Another objective of the paper was to provide actionable policy insights (API) to improve DI in Pakistani universities. Participants (students from marginalised groups who face unique barriers to accessing digital education) were selected using a simple random sampling technique from the four provinces of Pakistan (Punjab, Sindh, KPK and Baluchistan). We used a cross-sectional research design to collect quantitative data from 590 students selected from 12 universities in Pakistan using a self-developed questionnaire via online platforms. The study's findings revealed a significant difference in digital access for marginalised groups, which contributes to educational inequalities for students in low-income areas and remote areas facing enormous challenges. We also identified practices to improve digital accessibility, including technology-based interventions and policy reforms to improve digital infrastructure. Based on preliminary findings, a combined effort toward digital equity can significantly improve educational outcomes for marginalised students, providing a roadmap for universities to bridge the digital divide. The present paper not only highlights the current state of digital equity and accessibility but also focuses on practical insights for policy and teachers and ensures that universities are inclusive and accessible to everyone. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1450691 |
| Database: | ERIC |
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| Abstract: | Digital equity and accessibility for higher education (HE) students have become crucial since the early 21st century, especially for underserved, deprived, marginalised and oppressed students. The present study aimed mainly to reveal the barriers to digital access (BDA) faced by marginalised groups and to find effective strategies for promoting digital inclusion (DI). Another objective of the paper was to provide actionable policy insights (API) to improve DI in Pakistani universities. Participants (students from marginalised groups who face unique barriers to accessing digital education) were selected using a simple random sampling technique from the four provinces of Pakistan (Punjab, Sindh, KPK and Baluchistan). We used a cross-sectional research design to collect quantitative data from 590 students selected from 12 universities in Pakistan using a self-developed questionnaire via online platforms. The study's findings revealed a significant difference in digital access for marginalised groups, which contributes to educational inequalities for students in low-income areas and remote areas facing enormous challenges. We also identified practices to improve digital accessibility, including technology-based interventions and policy reforms to improve digital infrastructure. Based on preliminary findings, a combined effort toward digital equity can significantly improve educational outcomes for marginalised students, providing a roadmap for universities to bridge the digital divide. The present paper not only highlights the current state of digital equity and accessibility but also focuses on practical insights for policy and teachers and ensures that universities are inclusive and accessible to everyone. |
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| ISSN: | 0141-8211 1465-3435 |
| DOI: | 10.1111/ejed.12795 |
