Abstract:

Introduction:
With the proliferation of digital technologies and the widespread availability of the internet, e-learning has emerged as a prominent mode of education. Despite these advancements, the promise of educational equity remains elusive, as socioeconomic disparities continue to restrict full access to these opportunities. This study addresses the research question: How do socioeconomic factors influence the accessibility and effectiveness of e-learning for underserved communities?

Methods:
A literature review focused on research objectives revealed a total of 4 qualitative studies conducted in Malawi, South Africa, and USA. We applied the seven steps of the meta-ethnographic process by Noblit and Hare. Four databases (PubMed, ScienceDirect, CINAHL and MEDLINE) were used to search for relevant studies published from January 2019 to May 2024. The data were analysed using NVivo computer software. The study was co-financed by the ARIS – Slovenian Research and Innovation Agency (J5-4572).

Results: The interpretation of the findings resulted in five themes:
(1) digital divide,
(2) technological and language barriers,
(3) inadequate infrastructure,
(4) economic constraints,
(5) cultural and contextual adaptations.

Discussion:
Key themes identified include the persistent digital divide, which manifests not just in access to technology but also in the availability of supportive educational resources, exacerbating inequalities especially during crises like the COVID-19 pandemic. Additionally, technological proficiency and language barriers present significant challenges, as non-English speaking populations often struggle with the lack of multilingual resources on predominantly English-designed digital learning platforms. The findings reveal that these challenges are interconnected, exacerbating educational disparities and thus influencing equal opportunities. Addressing them requires a holistic approach that encompasses infrastructural improvements, economic supports, and culturally relevant educational practices to enhance e-learning outcomes across diverse socio-economic settings. To enhance e-learning accessibility on a global scale, policymakers should consider establishing universal broadband initiatives that ensure free or low-cost internet access for underserved communities. Furthermore, it would be beneficial to mandate the inclusion of multilingual and culturally relevant content in educational platforms to better address the diverse needs of global learners, promoting inclusivity and maximizing educational outcomes. Future research could focus on evaluating the long-term impacts of e-learning in underserved communities, particularly through comparative studies across different socioeconomic and cultural contexts. Additionally, investigating the effectiveness of interventions such as multilingual content, subsidized technology access, and enhanced parental involvement could offer valuable insights into overcoming the barriers to digital education.

Keywords:

Digital equity, educational technology, multilingual education, social justice, inclusivity.