Digital divide and educational equity in the context of digital transformation

Abstract

This study examines the relationship between the digital divide and educational equity in lower secondary education (Educación General Básica Superior) in the canton of Riobamba, within the broader process of digital transformation in the Ecuadorian education system. A non-experimental, descriptive–correlational design is employed, combining open public datasets from the Ministry of Education (AMIE and institutional databases) with student and teacher surveys and semi-structured interviews with school leaders. The research describes access and use of ICT in urban, peri-urban, and rural schools and builds composite indices of digital divide and digital competence to explore their association with learning outcomes and educational trajectories. Findings reveal a significant gap in access to devices and connectivity, particularly in rural areas, where most students lack personal devices and face difficulties using educational platforms. Relevant differences in teachers’ and students’ digital competences are also identified, which are linked to unequal opportunities to benefit from digital transformation. The study concludes that the digital divide operates as a structural factor of educational inequity and underscores the need for compensatory policies that integrate infrastructure investments, teacher professional development, and strategic use of open data to guide targeted interventions.