BRIDGING THE DIGITAL DIVIDE IN EDUCATION: A SYSTEMATIC REVIEW (SLR-PRISMA) OF DIGITAL INCLUSION STRATEGIES



Authors (s)


(1) * Badrud Tamam   (Wiralodra University, East Java, Indonesia)  
        Indonesia
(2)  Aminudin Aminudin   (STAI Darussalam Kunir, East Java, Indonesia)  
        Indonesia
(*) Corresponding Author

Abstract


This study aims to analyze the evolution of research on the digital divide in education and strategies for digital inclusion through a Systematic Literature Review (SLR) of 26 peer-reviewed articles published between 2020 and 2025. Using the PRISMA approach, data were categorized by research focus, year, and journal quality, followed by thematic and bibliometric analysis. The results reveal a significant shift from access-oriented research during the COVID-19 pandemic toward technology-based pedagogical innovation and sustainable digital inclusion strategies. Three main phases emerged: access and digital literacy (2020–2021), pedagogical innovation through Learning Management Systems and Game-Based Learning (2022–2023), and the adoption of Artificial Intelligence and Virtual Reality in inclusive education (2024–2025). Socio-economic and gender factors significantly influence digital literacy outcomes, while technology-driven pedagogy enhances learning participation. The study concludes that effective digital inclusion requires a multidimensional approach integrating social, technological, and policy aspects. The findings provide a theoretical foundation for future research and evidence-based policymaking in equitable digital education.

Keywords

Digital Divide; Digital Inclusion; Educational Technology; Artificial; Intelligence



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