Educational Policies to Reduce the Digital Divide: A Systematic Review
Abstract
Technological inequality remains a persistent barrier to educational equity, particularly in rural areas and economically disadvantaged communities. This systematic review, conducted following the PRISMA 2020 guidelines, examines how educational policies worldwide have addressed the digital divide across three key dimensions: access, use, and technology appropriation. A search across Web of Science, Scopus, ERIC, SciELO, and Redalyc identified 27 records, of which 24 met the inclusion criteria (publications from 2019 to 2025 and empirical or theoretical studies). Given the heterogeneity of the evidence, a narrative synthesis was applied. Findings reveal improvements in technological infrastructure and connectivity; however, socioeconomic disparities continue to limit meaningful technological integration. Access to devices or internet alone does not guarantee effective learning or adequate technological adoption, underscoring the need for strengthened digital pedagogy and institutional support. The results align with existing literature while contributing new insights by highlighting the importance of sustainable strategies in vulnerable contexts. Overall, the review emphasizes the need for comprehensive policies that foster critical and equitable digital inclusion, as well as the importance of conducting longitudinal studies tailored to rural environments.
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References
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Eastin, M. S., Cicchirillo, V. & Mabry, A. (2015). Extending the Digital Divide Conversation: Examining the Knowledge Gap Through Media Expectancies. Journal of Broadcasting & Electronic Media, 59(3), 416-437. https://doi.org/10.1080/08838151.2015.1054994
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Helsper, E. J. (2010). Gendered Internet use across generations and life stages. Communication Research, 37(3), 352-374. https://doi.org/10.1177/0093650209356439
Helsper, E. J. (2021). The Digital Disconnect: The Social Causes and Consequences of Digital Inequalities. SAGE Publications. https://sk.sagepub.com/book/mono/preview/the-digital-disconnect.pdf
Hurtado-Martín, M., López-Torres, L., Santín, D., Sicilia, G., & Simancas, R. (2023). The impact of COVID-19 on the learning during the lockdown. Educación XX1, 26(1), 185-205. https://doi.org/10.5944/educxx1.33047
Intriago, J. E. M., Contreras, J. E. J., Morán, N. V. Q., Cabeza, L. A. E., Veas, L. J. V., & Méndez, J. X. O. (2024). Desafíos y perspectivas de las políticas educativas en el contexto latinoamericano. South Florida Journal of Development, 5(8), e4247. https://doi.org/10.46932/sfjdv5n8-012
Jiménez-Mejía, F. J., Pesantes-Pincay, A. G., Menéndez-Menéndez, A. S., & Macías-Vinces, J. A. (2024). La brecha digital en la educación virtual: Un análisis de sus causas y consecuencias. Revista Científica Multidisciplinaria Arbitrada Yachasun, 8(15), 69–86. https://editorialibkn.com/index.php/Yachasun/article/view/576
Krishnan, C., Sahdev, S. L., & Mariappan, J. (2024). Navigating complexity: Thematic insights into ethical challenges and metaverse integration in Indian education institutions. Cogent Education, 11(1), 2428110. https://doi.org/10.1080/2331186X.2024.2428110
Lagos, I. E., Tarifeño, F. A., & Abello, R. D. (2019). Exploración de actividades digitales asincrónicas escritas en futuros docentes de Educación Básica. Revista de estudios y experiencias en educación, 18(37), 153–168. https://dx.doi.org/10.21703/rexe.20191837lagos10
Martínez De Miguel L. S., Bernárdez-Gómez, A., & Salmeron Aroca, J. A. (2024). Retrospective analysis for the perception of educational tools for the development of collaborative activities in virtual environments. RIED-Revista Iberoamericana de Educación a Distancia, 27(2), 1-18. https://doi.org/10.5944/ried.27.2.38983
Martínez, M., & Gómez, D. (2024). Brecha digital en la población indígena de Oaxaca. Evidencia del acceso a Internet. Inmediaciones de la Comunicación, 19(1), 157–179. https://doi.org/10.18861/ic.2024.19.1.3557
McKenzie, J. E., Hetrick, S. E., & Page, M. J. (2021). Updated reporting guidance for systematic reviews: Introducing PRISMA 2020 to readers of the Journal of Affective Disorders. Journal of Affective Disorders, 292, 56–57. https://doi.org/10.1016/j.jad.2021.05.035
Mejía Delgado. Y. Y., & Mejía Delgado. O. A. (2021). Transformación digital en las instituciones de educación superior a partir del Covid-19: madurez tecnológica de los estudiantes en Colombia. Revista Universidad & Empresa, 23(41), 1–36. https://doi.org/10.12804/revistas.urosario.edu.co/empresa/a.10606
Mescua Figueroa, A. C., Vértiz-Osores, R. I., Mendoza Torres, C. P., & Peceros Mescua, K. E. (2024). Digital inclusion policies in a high Andean Quechua region of Peru. CIENCIA ergo-sum: Revista Científica Multidisciplinaria de Prospectiva, 31(1). https://www.redalyc.org/articulo.oa?id=10476063026
Miller, E. E. N., & Pedersen, S. (2024). Promises and limitations in district digital capacity for education during COVID-19. AERA Open, 10(1), 1–17. https://doi.org/10.1177/23328584241303875
Moraga L. J., & López M. E. (2024). Brecha digital en la educación superior. Revista Electrónica De Conocimientos, Saberes Y Prácticas, 7(1), 56-70. https://doi.org/https://doi.org/10.5377/recsp.v7i1.19356
Naveed, Q. N., Qureshi, M. R. N., Tairan, N., Mohammad, A., Shaikh, A., Alsayed, A. O., Shah, A., & Alotaibi, F. M. (2020). Evaluating critical success factors in implementing E-learning system using multi-criteria decision-making. PLoS ONE, 15(5), e0231465. https://doi.org/10.1371/journal.pone.0231465
Ogundari, K. (2023). Student access to technology at home and learning hours during COVID-19 in the U.S. Educational Research for Policy and Practice, 22(443–460). https://doi.org/10.1007/s10671-023-09342
Ortega-Sánchez, D. (2023). Psychometric validation of the scale «Technological Pedagogical Knowledge of Content TPACK-ES» and assessment of self-efficacy perceived by prospective teachers. Educación XX1, 26(2), 209-244. https://doi.org/10.5944/educxx1.34484
Quezada M., R. (2022). Chile’s digital learning strategy during the COVID-19 pandemic: Connecting policy with social realities? Current Issues in Comparative Education, 24(2), 136-150. https://files.eric.ed.gov/fulltext/EJ1374141.pdf
Rawal, D.M. (2024), "Mapping of school teachers’ digital competency in the context of digital infrastructure: a systematic review and empirical study of India", Journal of Professional Capital and Community, 9(3), 173-195. https://doi.org/10.1108/JPCC-01-2024-0016
Salazar G. E. (2023). Las brechas digitales y la apropiación tecnológica en las zonas rurales en estado de Puebla México. LATAM Revista Latinoamericana de Ciencias Sociales y Humanidades 4(6), 1262 –1272. https://doi.org/10.56712/latam.v4i6.1521
Sánchez, R., & Borjas, C. (2021). Entre o desenraizamento e a querência. Juventude rural e TIC no Uruguai. Uma abordagem qualitativa. Redes, 26. https://doi.org/10.17058/redes.v26i0.15686
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Published
2026-03-30
How to Cite
Siordia Portela, K. M., García López, R. I., & Ramírez Armenta, M. O. (2026). Educational Policies to Reduce the Digital Divide: A Systematic Review. RIDE Revista Iberoamericana Para La Investigación Y El Desarrollo Educativo, 16(32). https://doi.org/10.23913/ride.v16i32.2898
Section
Scientific articles
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