Issues of equity and access persist, with underprivileged

The gap

Evidence profile

Sourced from the recommendations and abstract of the source papers, classified as general, drawn from work published between 2016 and 2026, spanning 8 journals. Those papers have been cited 44 times in total.

Supporting evidence — 8 representative gaps

• Utilizing Digital Tools for Enhancing Teaching and Learning of Science Education in University of Maiduguri, Borno State, Nigeria (2026) · Zenodo (CERN European Organization for Nuclear Research) · doi

  In light of the findings, the following recommendations were made: 1. The University of Maiduguri should invest more in ICT infrastructure, including stable electricity supply, reliable internet connectivity, and modern digital teaching facilities, to create an enabling environment for digital learning. 2. Regular training workshops and seminars should be organized for both lecturers and students to build competence in the effective use of digital tools for Science Education teaching and learning. 3. Digital tools and resources should be integrated into the Science Education curriculum to ensure that their use is aligned with instructional objectives and learning outcomes. 4. Context-specific digital resources should be developed to reflect local realities, examples, and languages, making the tools more relatable and effective for students in Maiduguri. 5. The University management should formulate and enforce policies that encourage and reward lecturers for adopting digital pedagogy, while also providing technical support to reduce workload and resistance.

  generalrecommendationsevidence 5/5
  Keywords: digital learning tools kijer university maiduguri teaching lecturers students effective science education resources light following
• Utilisation of digital educational technology amongst undergraduate nursing students in the Western Cape (2026) · Health SA Gesondheid · doi

  Institutions should develop and implement a competency- based digital literacy framework that progressively builds students’ technological proficiency beyond basic tool usage towards meaningful educational engagement and addresses the prevalent technical barriers identified by students. They should promote social and collaborative learning tools to encourage the use of discussion forums and peer-collaborative platforms through curriculum design and educator facilitation. They should integrate immersive technologies to increase access to and training on virtual reality/Augmented reality (VR/AR) tools in clinical simulations, as these are underused despite their pedagogical benefits. They should provide targeted support based on demographic needs, address gender- and year-specific concerns through tailored workshop sessions to build digital confidence and reduce resistance. They should foster teacher presence in digital environments to strengthen the visibility and engagement of educators in online platforms to combat feelings of loss, particularly amongst senior students. They should conduct further research using qualitative studies to explore the reasons behind the constrains, gendered perceptions and year level differences in digital educational technology use would provide deeper insights for policy and practice.

  generalrecommendationsevidence 5/5
  Keywords: digital students based educational engagement collaborative tools platforms reality provide year institutions develop implement competency
• Learning difficulties of information and communication technology among the GCE A level girl students in the remote areas of Sri Lanka (2026) · Journal of Education Society & Sustainable Practice · doi

  To address the identified barriers, it is recommended to revise the ICT curriculum to emphasize practical skills and to incorporate visually supported learning materials in Tamil, Sinhala, and English. Additionally, student-centered teaching practices, including interactive exercises, group projects, step-by-step demonstrations, and frequent feedback, should be adopted to enhance student confidence. Regular professional development opportunities for teachers are necessary to strengthen ICT competencies, pedagogical skills, and gender- sensitive teaching approaches. Furthermore, awareness programs for parents and community members featuring female ICT role models should be implemented to foster family support and highlight the significance of ICT education for girls’ future opportunities.

  generalrecommendationsevidence 5/5
  Keywords: skills student teaching step opportunities address identified barriers recommended revise curriculum emphasize practical incorporate visually
• Challenges affecting adoption of e-learning in public universities in Kenya (2016) · E-Learning and Digital Media · cited 43× · doi

  Lecturers ranked heavy workloads the most serious challenge affecting the adoption of e-learning, followed by: insufficient Internet connectivity, denial of copyrights for their developed e-learning modules, limited information and communication technology (ICT) skills, lack of incentives, shortage of computers/laptops, inadequate computer laboratories, and insufficient time for online interaction.

  generalabstractevidence 5/5
  Keywords: learning insufficient lecturers ranked heavy workloads serious challenge affecting adoption followed internet connectivity denial copyrights
• Fostering Autonomous English Learning via Digital Platforms in Higher Education Settings (2026) · International Journal of Language and Literary Studies · doi

  Based on the findings, several practical recommendations can be proposed to improve digital and autonomous English learning: 1- Digital literacy should be integrated into English-language curricula to help students develop the skills needed to use online tools effectively. 2- Professors should receive training on how to support learner autonomy through digital pedagogy, including how to guide students in using platforms in a structured way. 3- Universities should provide stronger institutional support, such as digital learning centers or workshops, to assist students in their learning. 4- Students should be encouraged to use digital platforms more strategically, for example by setting learning goals, monitoring their progress, and selecting appropriate resources.

  generalrecommendationsevidence 5/5
  Keywords: digital learning students english support platforms based several practical recommendations proposed improve autonomous literacy integrated
• Using a Digital Studio as an alternative to engaging communication design students: Implications for a post-COVID-19 pandemic lockdown era (2026) · South African Journal of Higher Education · cited 1× · doi

  Online teaching and learning cannot replace face-to-face studio-based learning completely. However, for studio-based modules, this study recommends that “digital mock-up making” remains part of the period-of-disruption facilitation modules to facilitate the continuity of teaching and learning. However, for digital studio learning to be effectively implemented, students must have access to technology, constant internet connectivity, a steady power supply, and high-performance computers. Moreover, integrating digital mock-up making into regular curricula will provide flexibility and accessibility; various tools and resources can be accessed to integrate multimedia, and collaboration among the students and their lecturers will be easier. Also, cloud storage of their files and digital portfolio development that could easily be shared with potential clients and employers could sustainably mitigate their lack of storage facilities. Although this intervention was only applied in the communication design module, implementation is recommended in other art and design-related courses such as Fashion Design, Jewellery Design, and Digital Sculpting. Digital mock-up making could be an alternative pedagogy during disruptions caused by pandemics, natural disasters, and prolonged student impasses.

  generalrecommendationsevidence 5/5
  Keywords: digital learning design studio mock making teaching face based modules students storage lack online cannot
• The Evaluation of High School Students' Tendencies and Opinions Regarding E-Diseases (2026) · Bartın University Journal of Faculty of Education · doi

  • In this context, the Ministry of National Education (MEB) should integrate critical media and digital literacy courses into the curriculum at all grade levels. 771 Students' e-diseases tendencies • The Higher Education Council should ensure that teacher trainees receive training in media and digital literacy and provide the necessary physical and technological infrastructure for these courses. • The MEB should organize in-service training programs for teachers focusing on media and digital literacy, to promote the conscious use of digital media. These training programs should involve academics who are experts in the field. • Furthermore, society should be encouraged to adopt the concept of digital parenting, and educational programs in media and digital literacy should be developed for parents. • Education in media and digital literacy should be provided through channels such as EBA TV (Education Information Network), which offers educational content from the Ministry of National Education. Designed to be both educational and entertaining for all ages, this content includes animated films. • The relevant ministries should establish an effective new mechanism to review and monitor social media platforms. • Social media applications should be monitored, and content sharing that violates rules or regulations should be prohibited. • Time limits should be imposed to prevent individuals from spending excessive amounts of time on social media. • Educational videos and content that contribute to digital and media literacy should be added to frequently used social media platforms. • As there are few studies on this subject in the literature, researchers are encouraged to conduct more.

  generalrecommendationsevidence 5/5
  Keywords: media digital literacy education educational content social training programs ministry national courses encouraged platforms time
• Potential strategies to address gender disparities in the use of instructional tools for E-Learning in Higher Education Institutions (2026) · Journal of Education and Learning Technology · doi

  Institutions need to develop an overall strategy that makes e-learning more accessible and inclusive; develops the capacity of all students to use digital technology; provides equal access to digital tools and resources to promote equity and inclusion; addresses the social economic barriers which restrict access to digital technology by providing free or low-cost devices, free or low-cost high-speed internet and shared access to digital technologies (e.g., computers, printers, scanners etc.) to all students. The development of curricula and instructional strategies that are gender sensitive is just as important. Curricula should meet the different ways that learners learn and use multiple forms of media (e.g., video games, podcasts) to engage students and to help close the gap in understanding between students. Providing training to build digital literacy among students and faculty is key to building the capacity of both groups to successfully utilize e-learning tools. Faculty members should be provided with training on how to manage e-learning platforms and to design effective content to deliver to their students. Faculty members should also be provided with peer-support systems and regular feedback systems so they will be able to better prepare themselves to teach online and to provide quality instruction to their students. Student and faculty activity should be monitored and evaluated regularly. Students who do not participate in their courses should be contacted to determine why they are not participating and to determine if there are any barriers to their ability to participate. Finally, institutions and governments need to provide the necessary support to foster an equitable e-learning environment. Policies related to higher education should include a focus on equity and inclusion and require institutions to implement gender-sensitive practices. In addition, institutions need to comply with national and international standards related to the equality of education and should develop frameworks that prioritize gender inclusivity. By developing an equitable e-learning environment, institutions can provide opportunities for all students to succeed and achieve their academic goals, regardless of gender, and contribute to achieving the broader goal of equity and inclusion in higher education.

  generalrecommendationsevidence 5/5
  Keywords: students institutions learning digital gender need access faculty develop technology tools equity inclusion instructional design

Questions about this gap