Jul 2026· Asian Journal of Education and Social Studies· Vol 52, pp. 35-56· 0 citations
TL;DR
Future progress depends less on adding isolated platforms than on building a resilient learning ecosystem that guarantees minimum access, strengthens teacher and leadership capability, supports Bangla and accessible content, governs data and artificial intelligence responsibly, and evaluates whether technology improves learning, inclusion and system responsiveness.
Abstract
Bangladesh has pursued information and communication technology in education through digital content, multimedia classrooms, teacher-development initiatives, online platforms and, more recently, an explicit policy commitment to blended learning. Yet the system’s digital transformation remains uneven, with substantial differences between policy ambition, institutional capacity and learners’ actual opportunities to benefit. This critical narrative review examines the trajectory of technology integration across primary, secondary and higher education, evaluates the implementation barriers revealed before and during the coronavirus disease 2019 disruption, and develops priorities for a more equitable and educationally consequential transformation. Literature published principally from 2009 to 21 May 2026 was identified through live searches of accessible scholarly indexes, journal and DOI records, institutional repositories and authoritative national and international sources, supplemented by citation searching. The evidence indicates that Bangladesh has expanded the visibility and acceptability of digital education, but much of the empirical literature measures attitudes, intentions and self-reported experiences rather than learning outcomes, institutional performance or long-term equity effects. The strongest recurring constraints are unreliable connectivity and electricity, device and data affordability, multidimensional digital exclusion, weak pedagogical integration, uneven teacher support, limited institutional readiness, fragile maintenance arrangements and misalignment between digital delivery, curriculum and assessment. Pandemic-era online learning accelerated experimentation but also exposed a system dependent on household resources and urban connectivity. Studies of teacher development suggest that school-embedded, iterative and context-sensitive support is more credible than short technical training, while higher-education studies consistently favour blended over fully online provision. Future progress therefore depends less on adding isolated platforms than on building a resilient learning ecosystem that guarantees minimum access, strengthens teacher and leadership capability, supports Bangla and accessible content, governs data and artificial intelligence responsibly, and evaluates whether technology improves learning, inclusion and system responsiveness.
It is concluded that achieving equitable digital transformation in Nigerian education requires a shift from infrastructure-centred implementation toward an equity-driven strategy prioritizing teacher professional development, inclusive policy design, coordinated governance, and sustained public investment.
Surajudeen Sadiq, N. Orunbon, Isioma Stella Olagunju· Journal of Education and Lea...· 0 citations
This study examines the paradox of digital transformation in East African higher education, where institutional readiness frequently fails to translate into equitable online learning effectiveness. Utilising a qualitative evidence synthesis of 52 peer-reviewed studies and policy documents (2020–2024), the authors analysed the evidence through a combined sociotechnical system and decolonial theoretical framework. Findings reveal that while East African universities have achieved moderate progress in policy development and learning management system deployment, educational effectiveness remains constrained by infrastructural inequalities and persistent socio-economic disparities. The analysis demonstrates that digital readiness is a necessary but insufficient condition for effective online learning; outcomes are heavily mediated by institutional culture, pedagogical practices, and global platform dependency. The synthesis further suggests that dependence on externally developed educational technologies may influence institutional autonomy, data governance practices, and pedagogical choices within East African universities. These findings highlight the need for contextually responsive digital transformation strategies that balance technological innovation with educational equity, sustainability, and local knowledge systems. The study contributes a sociotechnical-decolonial framework for understanding how readiness conditions interact with institutional and structural realities to shape online learning effectiveness.
Joseph Kikomeko· East African Journal of Educ...· 0 citations
The development of online education in the context of the Covid-19 pandemic has had a profound impact on Vietnam’s education system, particularly by expanding access to learning opportunities and increasing flexibility for students across different regions and socio-economic backgrounds. During this period, online education has continuously evolved and improved in order to respond to the rapidly growing demand for learning and research within society. The foundation of this transformation lies in the broader trend of digital transformation, which has significantly reshaped teaching methodologies, learning environments, administrative processes, and institutional governance in higher education institutions. Digital transformation not only strengthens technological infrastructure and enhances interactive teaching and learning experiences, but also influences universities’ social responsibility and the overall quality of educational services delivered to students. In parallel, university social responsibility contributes to shaping service quality by emphasizing accountability, transparency, community engagement, and sustainable development. These interconnected factors—digital transformation, service quality, and university social responsibility—are closely related and collectively enhance student satisfaction. Student satisfaction, in turn, plays a crucial mediating role in influencing learners’ intention to continue choosing online education for their academic advancement and research activities. The objective of this study is to explore and synthesize both domestic and international research related to online education within private universities, with a specific focus on examining the impacts of digital transformation, service quality, and university social responsibility on students’ intention to continue online learning. Through a comprehensive literature review, the study aims to identify existing research gaps, propose relevant research hypotheses, and develop a conceptual research model. The findings are expected to provide a theoretical foundation and practical managerial implications to improve student satisfaction, strengthen online program management, and support the sustainable development of online education in private higher education institutions in Vietnam.
Q. Le, Thanh Tiep Le· VNUHCM Journal of Economics,...· 0 citations
The digital transformation of higher education has reshaped teaching and learning practices, but experiences in South African universities remain diverse because of differences in technological access, digital readiness and institutional support. This systematic literature review aimed to examine students' and lecturers’ perceptions and experiences of online teaching and learning in South African tertiary institutions. The review employed studies retrieved from Google Scholar, ERIC, Scopus, and Web of Science. A total of 1253 studies from across the globe were identified and screened using Covidence, resulting in 21 South African studies meeting the inclusion criteria. The selected studies were analysed thematically to identify key patterns relating to online teaching and learning. Findings show that online learning enhances flexibility, and accessibility to educational resources. However, the review highlights the challenges, including inadequate digital infrastructure, unequal access to technology, limited digital competences, and inadequate support from institutions for both students and lecturers. The study concludes that digitalisation has transformative potential for South African higher education, but its successful implementation requires context-sensitive strategies that address technological, pedagogical and institutional barriers. The review recommends investment in digital infrastructure, continuous digital skills development and strengthened institutional support systems to promote inclusive and effective online learning.
Precious Dube, Y. Madolo· Jurnal Pendidikan: Teori, Pe...· 0 citations
The rapid advancement of digital technology has transformed educational practices while simultaneously creating ethical challenges for students, including cyberbullying, digital plagiarism, misinformation, privacy violations, and the irresponsible use of social media and artificial intelligence (AI). These challenges indicate that digital literacy alone is insufficient without strengthening digital ethics and moral responsibility. This study aims to analyze the role of Social Studies learning grounded in Ki Hajar Dewantara's Tri-Center Education philosophy in strengthening students' digital ethics in the digital era. A qualitative approach was employed through a literature review by analyzing and synthesizing 42 scholarly publications published between 2018 and 2025, comprising peer-reviewed national and international journal articles, books, and policy documents from UNESCO and OECD. The literature was synthesized using a thematic synthesis approach involving literature identification, screening, coding, categorization, and interpretation to identify key themes and conceptual relationships. The findings demonstrate that integrating the three educational environments family, school, and community—creates a holistic educational ecosystem that effectively promotes ethical digital citizenship. Social Studies learning contributes to developing critical thinking, empathy, responsibility, integrity, collaboration, respect for diversity, and ethical decision-making in digital contexts. Furthermore, Ki Hajar Dewantara's educational principles of Ing Ngarsa Sung Tuladha, Ing Madya Mangun Karsa, and Tut Wuri Handayani, reinforced by the Among System, emphasize teachers' roles as moral exemplars, facilitators, and mentors in guiding students toward responsible digital behavior. The study's primary conceptual contribution is the development of an integrative framework that connects Tri-Center Education, character education, digital citizenship, AI ethics, and Social Studies learning as a foundation for strengthening students' digital ethics. This framework offers a culturally grounded and humanistic approach to preparing digitally responsible citizens who demonstrate moral integrity, critical awareness, social responsibility, and constructive participation in the increasingly interconnected digital society of the twenty-first century.
Ida Karim Ustawun Khasanah, Yanuar Bagas Arwansyah, Victor Novianto· International Conference on...· 0 citations
This study examines how the digital education divide contributes to educational inequality and identifies strategies for promoting digital equity in contemporary education systems. Using a systematic literature review approach, the study analyses 20 peer-reviewed studies selected from Scopus, Web of Science, and China National Knowledge Infrastructure. The review focuses on formal education contexts, including primary, secondary, and higher education. A Preferred Reporting Items for Systematic Reviews and Meta-Analyses-informed screening process was adopted, and thematic coding was used to synthesise findings across different national and educational settings. The review finds that the digital education divide is a multidimensional problem that extends beyond unequal access to devices and internet connectivity. It is also shaped by differences in digital literacy, quality of participation, teacher digital competence, institutional support, policy design, and cultural inclusion. These factors interact with wider socioeconomic, regional, linguistic, and cultural inequalities, creating uneven opportunities for students to engage meaningfully in digital learning. The findings further suggest that technology expansion alone cannot reduce educational inequality unless it is supported by inclusive pedagogy, sustained teacher development, equitable infrastructure, and context-sensitive policy interventions. The study concludes that addressing the digital education divide requires a shift from access-based solutions to a broader equity-oriented approach that values meaningful participation, cultural responsiveness, and systemic support. This review contributes to a clearer understanding of the mechanisms through which digital inequality reproduces educational disadvantage and highlights future directions for research, policy, and educational practice.
Yujie Zhang· Journal of Language, Culture...· 0 citations
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