Abstract
The increasing reliance on digital technologies in education has intensified concerns regarding unequal access to digital resources across countries, particularly in developing regions. While digital connectivity has the potential to enhance learning opportunities, disparities in internet access and technological infrastructure may contribute to unequal educational outcomes. This study examines the relationship between the digital divide and educational inequality in Asia through a cross-country secondary data analysis of connectivity, access, and student achievement. Using publicly available datasets from the World Bank, the Organisation for Economic Co-operation and Development (OECD), and the International Telecommunication Union (ITU), the study analyzes key indicators of internet access, digital infrastructure, student achievement, and educational inequality across selected Asian countries. Descriptive statistics, correlation analysis, and multiple regression models were employed to examine structural associations among variables. The results indicate that internet access is positively associated with student achievement and negatively associated with educational inequality. Digital infrastructure also demonstrates positive associations with educational performance and lower levels of inequality. In contrast, rural population is negatively associated with student achievement and positively associated with educational inequality. Overall, the findings highlight the importance of digital connectivity and technological capacity in shaping both the quality and equity dimensions of education systems across diverse national contexts.
Author Biographies
Mhel Cedric D. Bendo, Polytechnic University of the Philippines–Maragondon CampusMhel Cedric D. Bendo is a student researcher and academic writer pursuing a Bachelor of Science in Entrepreneurship at Polytechnic University of the Philippines–Maragondon Campus. His research interests include mobile learning, digital learning environments, AI in education, educational psychology, curriculum studies, educational assessment, and financial technology (FinTech). He serves on the editorial boards of the SIAR-Global Journal of Humanities, Management & Educational Review, SIAR-Global Journal of Literatures & Educational Review, the International Journal of Multidisciplinary Research and Exploration (IJMRE), and the International Journal of Advanced Multidisciplinary Application (IJAMA), and also works as a technical editor for an international academic journal. He is a reviewer for multiple international peer-reviewed journals, including Cogent Education (Taylor & Francis). He is an active researcher who has authored several studies published and forthcoming in international and Scopus-indexed journals, while his research-informed commentary has appeared in national and regional Philippine newspapers, including the Manila Bulletin.
Dr. Domar C. Alviar, National University–ManilaDomar C. Alviar is an Associate Professor at National University–Manila, where he is a 2026 Gawad Pantas awardee. He holds a Master of Development Communication and Doctor of Communication from the University of the Philippines Open University. A CHED-SIKAP scholar, his research interests include development communication, systems thinking, ethnomethodology and conversation analysis (EMCA), media ethics, law, and ethical artificial intelligence in education. He serves on the Steering Committee of the Philippine International Studies Organization (PHISO) and contributes to academic discussions on academic integrity, higher education, and ethical AI. He previously worked in Middle East and North Africa customs relations and international supply management and served as publications and communications editor at Adamson University. He writes the "Inside Academe" column for Tutubi.ph and contributes opinion articles to national broadsheets, including the Philippine Daily Inquirer and other publications.
