Abstract:

In the current education landscape, the convergence of technology and education has become a pivotal force in shaping learning environments. This convergence has far-reaching implications, particularly for socio-economic inclusion in the education sector. Socio-economic inclusion in this context embodies the fundamental principles of equal opportunity, unrestricted access, and participation for individuals across diverse socio-economic backgrounds. It acknowledges the complex barriers that prevent equitable participation in educational pursuits, ranging from financial constraints and geographical distance to gender disparities and infrastructural inadequacies. The principles of socio-economic inclusion, such as fairness and justice, are captured in the United Nations (UN) Sustainable Development Goal 4 (SDG 4), which emphasizes the importance of inclusive and equitable quality education with the goal of providing all individuals with opportunities for lifelong learning. In the South African context, the higher education sector faces multifaceted socio-economic challenges that have a significant impact on learners’ academic experiences and outcomes. For a country with a complex history of socio-economic disparities, the intersection of digital technology and education has the potential to both mitigate and exacerbate existing inequalities. As a result, achieving socio-economic inclusion in education is critical to the country’s efforts to promote social cohesion, economic growth, and democratic stability. This necessitates a comprehensive approach to leveraging digital technology, addressing existing disparities, and encouraging active participation. Embracing a holistic approach in pursuit of socio-economic inclusion strengthens higher education institutions’ ability to create an inclusive and equitable learning environment. This study conducts a rapid review of published scholarly literature to assess the state of socio-economic inclusion within digital technology-enabled higher education in the South African context. The study explores literature on access, equity, and participation in higher education, considering socio-economic factors such as infrastructure constraints, digital literacy, and cost implications. Findings reveal that although higher education participation rates have generally increased, there are still disparities in affordability, infrastructure gaps, and digital literacy. The intersection of digital technology and education in South Africa presents both opportunities and challenges for socio-economic inclusion. As the country navigates this transformational era, stakeholders—including policymakers, educators, researchers, and civil society—must strategically address critical imperatives. Collaborative efforts must focus on equitable access, bridging the digital divide gap, improving digital literacy, and promoting inclusive educational practices to ensure socio-economic inclusion beyond the educational environment. South Africa’s pursuit of an equitable and inclusive educational environment necessitates the strategic utilization of digital technologies. While remaining cognizant of its transformative potential, stakeholders must also critically assess its limitations and socio-economic ramifications. This study contributes to the discourse by addressing pressing issues that shape the convergence of digital technology and education, fostering an informed and holistic approach.

Keywords:

Education, Digital Technology, Socio-economic Inclusion, South Africa, Sustainable Development.