Published: 2025-07-05
Systematic Literature Review: Digital Technology-Based Policy Approaches to Improve the Quality and Access of Basic Education in Developing Countries
DOI: 10.35870/ijecs.v5i2.4337
Downloads
Abstract
This systematic literature review examines digital technology-based policy approaches to enhance the quality and access of primary education in developing countries, a critical issue given the persistent disparities in educational equity and the urgent need for inclusive solutions. Despite the transformative potential of digital technologies, their implementation often fails due to infrastructure deficits, low teacher digital literacy, and contextual barriers. Analyzing 40 peer-reviewed articles (2019–2024), the study reveals a stark policy-implementation gap: while 68% of national policies prioritize infrastructure (e.g., internet connectivity), 70% of local challenges stem from infrastructure gaps and 65% from low teacher readiness. Successful cases, such as China's 85% school digitalization rate, underscore the importance of multi-stakeholder collaboration and balanced budgeting (e.g., 30% infrastructure, 40% teacher training). However, rural areas lag significantly, with only 15% adoption in Albania due to electricity shortages. The findings highlight the limitations of the Technology Acceptance Model (TAM) in addressing contextual challenges such as teacher technophobia (40%) and curriculum misalignment (55%). The study's implications are vital for policymakers: (1) adaptive policies must balance infrastructure investment with human capacity building; (2) hybrid learning models can bridge urban-rural divides, as proven by blended learning's 30–50% participation increase in remote areas; and (3) localized strategies, including culturally responsive teacher training, are essential for equitable adoption. The urban-centric data bias (80%) and pandemic-era context further necessitate longitudinal research in low-resource settings. By advocating for holistic frameworks that integrate infrastructure, pedagogy, and inclusive governance, this review provides a roadmap for sustainable digital education transformation in developing nations
Keywords
Digital Education Policy ; Primary Education ; Developing Countries ; Systematic Review ; Technology Adoption
Article Information
This article has been peer-reviewed and published in the International Journal Education and Computer Studies (IJECS). The content is available under the terms of the Creative Commons Attribution 4.0 International License.
-
Issue: Vol. 5 No. 2 (2025)
-
Section: Articles
-
Published: %750 %e, %2025
-
License: CC BY 4.0
-
Copyright: © 2025 Authors
-
DOI: 10.35870/ijecs.v5i2.4337
AI Research Hub
This article is indexed and available through various AI-powered research tools and citation platforms. Our AI Research Hub ensures that scholarly work is discoverable, accessible, and easily integrated into the global research ecosystem. By leveraging artificial intelligence for indexing, recommendation, and citation analysis, we enhance the visibility and impact of published research.
Hanifah Hanifah
Elementary Education Study Program, Universitas Pendidikan Ganesha, Buleleng Regency, Bali Province, Indonesia
Ida Bagus Putu Arnyana
Elementary Education Study Program, Universitas Pendidikan Ganesha, Buleleng Regency, Bali Province, Indonesia
I Gede Margunayasa
Elementary Education Study Program, Universitas Pendidikan Ganesha, Buleleng Regency, Bali Province, Indonesia
-
Abuya, T. K., Mochama, O. E., & Obwoge, M. E. (2021). Social media: An impediment or inspiration to implementation of digital literacy programme in Kisii County, Kenya. Journal of Technology and Information, 12(2), 129–142. https://doi.org/10.5507/jtie.2020.017
-
Al-Salman, S., Haider, A. S., & Saed, H. (2022). The psychological impact of COVID-19’s e-learning digital tools on Jordanian university students’ well-being. The Journal of Mental Health Training, Education and Practice, 17(4), 342–354. https://doi.org/10.1108/jmhtep-09-2021-0106
-
Ateş, H. (2020). Using information systems and technologies in higher education institutions. International Journal of Research - Granthaalayah, 7(10), 222–232. https://doi.org/10.29121/granthaalayah.v7.i10.2019.390
-
Chaw, L. Y., & Tang, C. M. (2022). The relative importance of digital competences for predicting student learning performance: An importance-performance map analysis. European Conference on E-Learning, 21(1), 61–70. https://doi.org/10.34190/ecel.21.1.582
-
Chen, O. (2022). How to improve the quality of youth education in developing countries. https://doi.org/10.2991/assehr.k.220131.048
-
Dwairi, A. A. A. Al. (2024). The role of digital education in overcoming the challenges facing the teaching of Islamic culture, perspective of Jordanian university faculty members. Journal of Ecohumanism, 3(4), 3201–3211. https://doi.org/10.62754/joe.v3i4.3842
-
Eke, E. O. (2024). Higher basic teachers’ perspective on integrating code programming Nigerian basic education to propel national technological advancement. https://doi.org/10.21203/rs.3.rs-4361771/v1
-
Hamka, D., Riandi, R., Suwarna, I. R., & Anwar, S. (2024). Challenges and opportunities for using website-based technology to increase the technological and engineering literacy. The Eurasia Proceedings of Science Technology Engineering and Mathematics, 27, 178–186. https://doi.org/10.55549/epstem.1518778
-
Hrytsenchuk, O. O., Leshchenko, M., Ovcharuk, O. V., Trubachev, S., & Trykoz, S. (2024). Ensuring sustainable development through the use of digital educational hubs for teaching civic education at school. IOP Conference Series: Earth and Environmental Science, 1415(1), 012014. https://doi.org/10.1088/1755-1315/1415/1/012014
-
Ibrahim, A., & Shiring, E. (2022). The relationship between educators’ attitudes, perceived usefulness, and perceived ease of use of instructional and web-based technologies: Implications from technology acceptance model (TAM). International Journal of Technology in Education, 5(4), 535–551. https://doi.org/10.46328/ijte.285
-
Jordan, K. (2020). Covid-19 school closures in low- and middle-income countries: Emergent perspectives on the role of educational technology. Journal of Learning for Development, 7(3), 399–415. https://doi.org/10.56059/jl4d.v7i3.433
-
Kaharuddin, K., Iskandar, I., Ansurlawarlin, A., Zahar, M. N. A., & Nuramal, N. (2022). Study of learning opportunities and challenges based on digital pandemic era. Aksiologi: Jurnal Pendidikan dan Ilmu Sosial, 3(1), 51–64. https://doi.org/10.47134/aksiologi.v3i1.131
-
Khalilova, M. V., Kurmanbekova, A., Kanykei, A. K., Guseva, V. E., & Guseva, Y. V. (2024). The impact of digital technologies on the quality of education in the field of water transport management. BIO Web of Conferences, 107, 5008. https://doi.org/10.1051/bioconf/202410705008
-
Kolbachev, E., Pakhomovа, A., Lomachenko, T., & Kokodey, T. (2019). The strategy for the development of digital education in Russia. SHS Web of Conferences, 71, 05004. https://doi.org/10.1051/shsconf/20197105004
-
Kurniawan, H., & Warsihna, J. (2024). Discriminant analysis in determining the differentiating factors of blended learning success in educational institutions. Journal of Research Innovation Open Distance Learning, 3(1), 21–31. https://doi.org/10.33830/jriodl.v3i1.7633
-
Kushariyadi, K., Mustofa, M., Permatasari, A., Fitriani, A., & Faridah, L. (2024). The role of technology in inclusive education: Challenges and opportunities in developing countries. International Journal of Educational Research Excellence, 3(2), 854–861. https://doi.org/10.55299/ijere.v3i2.1132
-
Lagstedt, A., Kauppinen, R., & Leite, L. O. (2021). Education digitalization requires ecosystem change. EDULEARN Proceedings, 1, 1246–1251. https://doi.org/10.21125/edulearn.2021.0306
-
Li, Y. (2024). Exploration of strategies for promoting the digital transformation of education in ethnic minority areas. Journal of Education and Society, 20(3), 1211–1216. https://doi.org/10.52783/jes.3526
-
Li, Z., Славкова, О., & Yong, G. (2022). Role of digitalization, digital competence, and parental support on performance of sports education in low-income college students. Frontiers in Psychology, 13, Article 979318. https://doi.org/10.3389/fpsyg.2022.979318
-
Lin, Y., & Zhang, J. (2024). Educational resilience in the digital age: The path of technological empowerment in higher education in the post-pandemic era. Advances in Vocational and Technical Education, 6(1). https://doi.org/10.23977/avte.2024.060122
-
Livingstone, S., Lemish, D., Lim, S. S., Bulger, M., Cabello, P., Claro, M., Cabello-Hutt, T., Khalil, J. F., Kumpulainen, K., Nayar, U., Nayar, P., Park, J., Tan, M. M., Prinsloo, J., & Bu, W. (2020). Global perspectives on children’s digital opportunities: An emerging research and policy agenda. Pediatrics, 140(Suppl. 2), S137–S141. https://doi.org/10.1542/peds.2016-1758s
-
Miftah, M., & Prasetyo, A. (2024). Digital literacy mastery and its role in human resource competitiveness. In Proceedings of the International Conference on Education and Social Science (pp. 125–133). https://doi.org/10.2991/978-2-38476-273-6_16
-
Misra, P. K. (2012). Each-one-teach-one mobile networks: An innovative strategy for knowledge access in Asian countries. Educational Media International, 49(2), 109–122. https://doi.org/10.1080/09523987.2012.683961
-
Nair, V., & Yunus, M. M. (2021). A systematic review of digital storytelling in improving speaking skills. Sustainability, 13(17), 9829. https://doi.org/10.3390/su13179829
-
Nkata, A. S., & Dida, M. A. (2020). A framework for implementing an education management information system in Tanzanian secondary schools to improve delivery of quality education and students academic achievement. Journal of Information Systems Engineering & Management, 2(3), 98–108. https://doi.org/10.53103/cjess.v2i3.44
-
Osmani, S., & Tartari, D. (2024). The impact of digital technology on learning and teaching: A case study of schools in Durrës, Albania. Journal of Educational and Social Research, 14(6), 193. https://doi.org/10.36941/jesr-2024-0165
-
Parveen, D. S., & Ramzan, S. I. (2024). The role of digital technologies in education: Benefits and challenges. International Research Journal of Advanced Engineering and Management, 2(6), 2029–2037. https://doi.org/10.47392/irjaem.2024.0299
-
Plotskaya, O. А. (2022). Digital transformation of Russian education: Experience and prospects of legal regulation. Law Herald of Dagestan State University, 41(1), 7–12. https://doi.org/10.21779/2224-0241-2022-41-1-7-12
-
Qaribilla, R., Indrajaya, K., & Mayawati, C. I. (2024). Digital learning inequality: The role of socioeconomic status in access to online education resources. International Journal of Social Humanities, 1(2), 51–58. https://doi.org/10.59613/55gdmt96
-
Quimod, M. T., Alegata, W. C. G., & Madrigal, D. V. (2023). E-Modyul: Technical-vocational-livelihood support learning management system. Technium Education and Humanities, 5, 9–26. https://doi.org/10.47577/teh.v5i.8890
-
Rabani, S., Khairat, A., Guilin, X., & Jiao, D. (2023). The role of technology in Indonesian education at present. Journal of Computer Science Advancements, 1(2), 85–91. https://doi.org/10.55849/jsca.v1i1.403
-
Rosita, T., & Fatmasari, R. (2023). Acceptance of distance learning technology in technology-based learning management. Al-Tanzim: Jurnal Manajemen Pendidikan Islam, 7(4), 1191–1201. https://doi.org/10.33650/al-tanzim.v7i4.5945
-
Rossikhina, H., Rossikhin, V., & Kaganovska, T. (2019a). Problem of education digitization in Ukraine. Asian Journal of Education and Social Studies, 50(4), 262–272. https://doi.org/10.9734/ajess/2024/v50i41328
-
Rossikhina, H., Rossikhin, V., & Kaganovska, T. (2019b). Problems of education digitization in Ukraine. In Proceedings of the International Scientific Conference on Distance Education (pp. 144–149). https://doi.org/10.2991/iscde-19.2019.144
-
Saari, A., & Säntti, J. (2019). The rhetoric of the ‘digital leap’ in Finnish educational policy documents. European Educational Research Journal, 17(3), 442–457. https://doi.org/10.1177/1474904117721373
-
Sheikh, M. S., & Berényi, L. (2023). Determinant factors of digital inclusion of digital divide groups: A tale of smallholder farmers of Bangladesh. Gradus, 10(2). https://doi.org/10.47833/2023.2.eco.008
-
Siyi, C., Yu, Q., & Al-Samawi, A. (2023). Effects of digital education on human resource development. Human Systems Management, 42(6), 691–706. https://doi.org/10.3233/hsm-230111
-
Solehudin, R. H. (2024). The problematic of digital inequality in an educational political policy perspective. Edukasia, 5(1), 531–540. https://doi.org/10.62775/edukasia.v5i1.763
-
Tarigan, W. P. L., Sipahutar, H., & Harahap, F. (2023). The impact of an interactive digital learning module on students’ academic performance and memory retention. Computers and Children, 2(2), em004. https://doi.org/10.29333/cac/13654
-
Thorvaldsen, S., & Madsen, S. S. (2021). Decoding the digital gap in teacher education: Three perspectives across the globe. In IntechOpen. https://doi.org/10.5772/intechopen.96206
-
Tian, J., Mao, W., Liao, L., & Zhou, X. (2021). Targeted poverty alleviation model of China’s online education based on “triple classroom”: Take the “Shi Shi Xiang Yun” online school in Chengdu, China as an example. Science Insights Education Frontiers, 9(1), 1183–1197. https://doi.org/10.15354/sief.21.re035
-
Tiernan, P., & O’Kelly, J. (2019). Learning with digital video in second level schools in Ireland. Education and Information Technologies, 24(2), 1073–1088. https://doi.org/10.1007/s10639-018-9811-6
-
Toan, P. N., Dang, T., & Hong, L. (2021). E-learning platform assessment and selection using two-stage multi-criteria decision-making approach with grey theory: A case study in Vietnam. Mathematics, 9(23), 3136. https://doi.org/10.3390/math9233136
-
Ventista, O. M., Kolokitha, M., Tsani, P., Polydoros, G., & Arkoumanis, G. (2024). Achieving digital education in primary schools: Success factors and policy recommendations. Policy Futures in Education, 22(8), 1794–1814. https://doi.org/10.1177/14782103241238825
-
Wang, T. (2023). The high-quality development path of education from the perspective of digitization. The Educational Review USA, 7(9), 1339–1343. https://doi.org/10.26855/er.2023.09.019
-
Zhou, L., Wei-jie, M., Wu, S., & Cheng, X. (2023). Development of digital education in the age of digital transformation: Citing China’s practice in smart education as a case study. Science Insights Education Frontiers, 14(2), 2077–2092. https://doi.org/10.15354/sief.23.or095
-
Zhou, M. (2023). Mobile technology-powered education in developing countries. Science Insights Education Frontiers, 15(1), 2147–2148. https://doi.org/10.15354/sief.23.co051
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors who publish with this journal agree to the following terms:
1. Copyright Retention and Open Access License
Authors retain copyright of their work and grant the journal non-exclusive right of first publication under the Creative Commons Attribution 4.0 International License (CC BY 4.0).
This license allows unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
2. Rights Granted Under CC BY 4.0
Under this license, readers are free to:
- Share — copy and redistribute the material in any medium or format
- Adapt — remix, transform, and build upon the material for any purpose, including commercial use
- No additional restrictions — the licensor cannot revoke these freedoms as long as license terms are followed
3. Attribution Requirements
All uses must include:
- Proper citation of the original work
- Link to the Creative Commons license
- Indication if changes were made to the original work
- No suggestion that the licensor endorses the user or their use
4. Additional Distribution Rights
Authors may:
- Deposit the published version in institutional repositories
- Share through academic social networks
- Include in books, monographs, or other publications
- Post on personal or institutional websites
Requirement: All additional distributions must maintain the CC BY 4.0 license and proper attribution.
5. Self-Archiving and Pre-Print Sharing
Authors are encouraged to:
- Share pre-prints and post-prints online
- Deposit in subject-specific repositories (e.g., arXiv, bioRxiv)
- Engage in scholarly communication throughout the publication process
6. Open Access Commitment
This journal provides immediate open access to all content, supporting the global exchange of knowledge without financial, legal, or technical barriers.