Digital Inclusion and Educational Equity Among First-Generation Learners

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.