The Impact of Digital Technology on Access and Quality of Education: A Comparative Literature Review in Developing and Developed Countries

Abstract

This study aims to comparatively examine the impact of digital technology on access and quality of education in developing and developed countries through a systematic literature review approach. The adoption of digital technologies has revolutionized the global education landscape, but its manifestations and implications vary significantly depending on socio-economic and infrastructural contexts. By analysing relevant scientific literature from reputable databases, the study synthesizes key findings on how digital technologies (such as e-learning platforms, artificial intelligence, big data, and mobile devices) have affected the equitable access to education, teaching and learning methods, and learner learning outcomes in both categories of countries. The results of the review show that in developed countries, digital technologies tend to focus on personalizing learning, developing 21st century skills, and administrative efficiency. In contrast, in developing countries, the top priorities lie in expanding access to education to remote areas, improving the quality of standards through digital resources, and addressing the digital divide. Nonetheless, both developing and developed countries face similar challenges related to teacher training, data security, and internal digital divides. The study concludes that while digital technologies offer great potential for educational transformation around the world, the success of their implementation is highly dependent on contextual strategies that consider infrastructure, policies, and human resource capacity. The implication of this study is the importance of developing adaptive and inclusive evidence-based education policies to maximize the potential of digital technology in creating a more equitable and quality education ecosystem globally.