Authors : Ruby Mahali; Dr. Ujjwal Kumar Halder

Volume/Issue : Volume 11 - 2026, Issue 4 - April

Google Scholar : https://tinyurl.com/mr23m29u

Scribd : https://tinyurl.com/5erwbf68

DOI : https://doi.org/10.38124/ijisrt/26apr105

Note : A published paper may take 4-5 working days from the publication date to appear in PlumX Metrics, Semantic Scholar, and ResearchGate.

Abstract : Over recent decades, digital technology has played a transformative role in reshaping the landscape of higher education. Online learning platforms, virtual classrooms, digital libraries, and educational applications have expanded learning opportunities. But despite rapid technology integration, there still exists a significant inequality in the education system, which is commonly known as the “digital divide”. This divide especially affects disproportionately underprivileged and marginalised groups of learners. The people from rural communities, economically weaker sections, tribal population, and gender based disadvantaged groups often face multiple barriers in accessing the benefits of digital education. Thus, this paper adopts a qualitative interpretative approach to explore the relationship between digital inclusion and education equity in the context of first-generation learners. The study posits that digital inclusion transcends mere access to technological devices, encompassing digital literacy, meaningful engagement, and institutional support. It underscores the dual function of digital technologies as both facilitators and impediments to equitable education. This paper contributes by providing a conceptual framework for understanding how layered inequalities influence the digital learning experiences of firstgeneration learners and educational strategies to promote inclusive education.

Keywords : Digital Inclusion, Education Equity, First-Generation Learners, Digital Divide, Socio-Economic Inequality.

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