Strategies for Overcoming the Digital Divide in Higher Education Institutions: A Systematic Literature Review
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| Title: | Strategies for Overcoming the Digital Divide in Higher Education Institutions: A Systematic Literature Review |
|---|---|
| Language: | English |
| Authors: | Mohd Amar Aziz (ORCID |
| Source: | Education Policy Analysis Archives. 2026 34(15). |
| Availability: | Colleges of Education at Arizona State University and the University of South Florida. c/o Editor, USF EDU162, 4202 East Fowler Avenue, Tampa, FL 33620-5650. Tel: 813-974-3400; Fax: 813-974-3826; Web site: https://epaa.asu.edu/ojs/index.php/epaa |
| Peer Reviewed: | Y |
| Page Count: | 25 |
| Publication Date: | 2026 |
| Intended Audience: | Policymakers; Administrators |
| Document Type: | Journal Articles Information Analyses |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Access to Computers, Disadvantaged, Colleges, Technology Integration, Technological Advancement, Digital Literacy, Educational Cooperation, College Students, Media Literacy, College Faculty, Student Financial Aid, Electronic Learning |
| ISSN: | 1068-2341 |
| Abstract: | This study explores strategies employed by higher education institutions (HEIs) to address the digital divide, focusing on improving access, developing digital skills and integrating advanced technologies. Using a systematic literature review guided by the PRISMA framework, it analyzes research published between 2005 and 2023 to examine institutional efforts in mitigating digital inequalities. The findings highlight persistent challenges at three levels. At the first level, despite progress in connectivity and resource distribution, disparities remain in access to infrastructure and devices, particularly among remote learners and low-income students. The second level emphasizes the need for targeted digital literacy programs through collaborative efforts involving HEIs, governments and private partners. At the third level, the study stresses the importance of adopting advanced technologies, such as artificial intelligence and establishing centers of excellence to equip graduates for future challenges. The study concludes that bridging the digital divide requires more than technological investments. It calls for continuous professional development, alignment of pedagogy with digital tools, and robust multi-stakeholder partnerships. These insights provide practical guidance for policymakers and education leaders to foster inclusive and sustainable digital transformation in higher education. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1500596 |
| Database: | ERIC |
| Abstract: | This study explores strategies employed by higher education institutions (HEIs) to address the digital divide, focusing on improving access, developing digital skills and integrating advanced technologies. Using a systematic literature review guided by the PRISMA framework, it analyzes research published between 2005 and 2023 to examine institutional efforts in mitigating digital inequalities. The findings highlight persistent challenges at three levels. At the first level, despite progress in connectivity and resource distribution, disparities remain in access to infrastructure and devices, particularly among remote learners and low-income students. The second level emphasizes the need for targeted digital literacy programs through collaborative efforts involving HEIs, governments and private partners. At the third level, the study stresses the importance of adopting advanced technologies, such as artificial intelligence and establishing centers of excellence to equip graduates for future challenges. The study concludes that bridging the digital divide requires more than technological investments. It calls for continuous professional development, alignment of pedagogy with digital tools, and robust multi-stakeholder partnerships. These insights provide practical guidance for policymakers and education leaders to foster inclusive and sustainable digital transformation in higher education. |
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| ISSN: | 1068-2341 |
