SPECIAL ISSUE 1 July 2026
DOI DOI: 10.66434/ijsie.v1i1si.552

Reframing digital access, device regulation, and learner participation: A critical review grounded in a social justice framework

Claire Gaillard1
  1. 1 University of KwaZulu-Natal, South Africa

Abstract

The rapid expansion of digital technologies in education has intensified longstanding socioeconomic inequalities globally. In schools, unequal access to digital technologies has introduced new challenges for inclusive participation. This study reports on a qualitative study conducted to critically interrogate this phenomenon. It began with a critical review of existing research on digital access, device regulation, and learner participation. Informed by the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) principles, a systematic literature review was conducted. Thirty-two relevant peer-reviewed studies (published between 2020 and 2026) were analysed using a qualitative thematic synthesis approach. Nancy Fraser’s three-dimensional social justice framework, centered on parity of participation, guided the interpretation. From this analysis, a parity-of-digital-participation framework was developed. The findings reveal three interconnected injustices: persistent inequalities in access to digital devices and connectivity; the misrecognition of learners as deficient, risky, or passive subjects within regulatory discourses; and their exclusion from decision-making processes governing digital practices. Despite these findings, a growing body of international scholarship has begun to prioritise the social dimensions of digital inequality, whereas this focus remains limited in African research. Instead, African scholarship tends to emphasise technological solutions, often overlooking the social and relational barriers that shape digital inclusion. It can thus be argued that current South African studies on digital access and device regulation risk reinforcing, rather than alleviating, digital inequalities. Against this backdrop, this study calls for a fundamental reframing of digital access, device regulation, and participation in schools. It advocates a reorientation of educational scholarship, particularly in the Global South, towards promoting learner agency, challenging deficit constructions, and supporting meaningful participation in everyday practice. As a contribution, the study proposes a conceptual model to advance parity of digital participation in South Africa’s diverse schooling contexts.

How to Cite

Gaillard, C. (2026). Reframing digital access, device regulation, and learner participation: A critical review grounded in a social justice framework. International Journal of Studies in Inclusive Education, 1(1si), 84–93. https://doi.org/10.66434/ijsie.v1i1si.552
Endnote/Zotero/Mendeley (RIS) BibTeX

References

  1. Aderibigbe, O. O., & Gumbo, T. (2024). Impact of information and communication technology on mobility of urban and rural households: a comparative study from Nigeria. Urban, Planning and Transport Research, 12(1), 2348551. https://doi.org/10.1080/21650020.2024.2348551
  2. Baffour Gyau, E., Li, Y., & Appiah, M. (2025). Global digital transformation: Discovering the impact of digitalization on income inequality in OECD countries, the moderating role of globalization. Economic Change and Restructuring, 58(1), 6. https://doi.org/10.1007/s10644-024-09843-2
  3. Booth, A., Sutton, A., & Papaioannou, D. (2016). Systematic approaches to a successful literature review (2nd ed.). London, England: Sage.
  4. Bornman, E. (2016). Information society and digital divide in South Africa: Results of longitudinal surveys. Information, Communication & Society, 19(2), 264–278. https://doi.org/10.1080/1369118X.2015.1065285
  5. Braun, V., & Clarke, V. (2021). Thematic analysis: A practical guide. London, England: Sage. https://doi.org/10.4135/9781036232078.n9
  6. Braun, V., & Clarke, V. (2023). Toward good practice in thematic analysis: Avoiding common problems and be(com)ing a knowing researcher. International Journal of Transgender Health, 24(1), 1–6. https://doi.org/10.1080/26895269.2022.2129597
  7. Brichetti, J. P., Mastronardi, L., Rivas, M. E., Serebrisky, T., & Solís, B. (2021). The infrastructure gap in Latin America and the Caribbean: Investment needed through 2030 to meet the sustainable development goals. Washington, DC: Inter-American Development Bank. https://dx.doi.org/10.18235/0003759
  8. Chisango, G., & Marongwe, N. (2021). The digital divide at three disadvantaged secondary schools in Gauteng, South Africa. Journal of Education (University of KwaZulu-Natal), (82), 149–165. https://doi.org/10.17159/2520-9868/i82a09
  9. Chomunorwa, S., & Mugobo, V. V. (2023). Challenges of e-learning adoption in South African public schools: Learners' perspectives. Journal of Education and e-learning Research, 10(1), 80–85. https://doi.org/10.20448/jeelr.v10i1.4423
  10. Creswell, J. W., & Poth, C. N. (2018). Qualitative inquiry and research design: Choosing among five approaches (4th ed.). Thousand Oaks, CA: Sage.
  11. Denzin, N. K., & Lincoln, Y. S. (2018). The Sage handbook of qualitative research (5th ed.). Thousand Oaks, CA: Sage.
  12. Dlamini, R. S. (2022). Complex inequalities and inequities in education: expanding socially just teaching and learning through digitalisation in South Africa. Alternation Special Edition, 39, 193-213. https://doi.org/10.29086/2519-5476/2022/sp39a9
  13. Ferri, F., Grifoni, P., & Guzzo, T. (2020). Online learning and emergency remote teaching: Opportunities and challenges in emergencies. Societies, 10(4), 86. https://doi.org/10.3390/soc10040086
  14. Fraser, N. (2008a). Scales of justice: Reimagining political space in a globalizing world. Cambridge, England: Polity Press.
  15. Fraser, N. (2008b). Social justice in the age of identity politics: Redistribution, recognition, and participation. In G. L. Henderson & M. Waterstone (eds.). Geographic thought (pp. 72–89). Routledge.
  16. Gough, D., Thomas, J., & Oliver, S. (2012). Clarifying differences between review designs and methods. Systematic Reviews, 1(28), 1–9. https://doi.org/10.1186/2046-4053-1-28
  17. Graham, M. A., Matlala, D. E., & Roux, K. (2026). Factors affecting South African primary school teachers to adopt ICT in assessment practices: Empirical evidence from the UTUAT model. International Journal of Learning Technology, 21(1), 101–118. https://doi.org/10.1504/IJLT.2026.152907
  18. Grant, M. J., & Booth, A. (2009). A typology of reviews: An analysis of 14 review types and associated methodologies. Health Information & Libraries Journal, 26(2), 91–108. https://doi.org/10.1111/j.1471-1842.2009.00848.x
  19. Hart, S. A. (2023). Identifying the factors impacting the uptake of educational technology in South African schools: A systematic review. South African Journal of Education, 43(1), 1–16. https://doi.org/10.15700/saje.v43n1a2174
  20. Inamdar, T. A. (2025). Digital divide: Analysing the impact of unequal access to technology on social mobility. Janus, 16(2). https://doi.org/10.26619/1647-7251.16.2.3
  21. Jansen, J., & Walters, S. (2020). The future of education in South Africa: Teaching and learning in context. Cape Town, South Africa: HSRC Press.
  22. Khoza, S. B. (2025). Justice in curriculum: Coming closer to educating the natural reality of the fourth or fifth industrial revolution (4IR/5IR). Africa Education Review, 21(3), 1–11. https://doi.org/10.1080/18146627.2026.2626288
  23. Khoza, S. B., & Biyela, A. (2020). Decolonising technological pedagogical content knowledge of first year mathematics students. Education and Information Technologies, 25, 2665–2679. https://doi.org/10.1007/s10639-019-10084-4
  24. Kundu, A., & Bej, T. (2021). We have efficacy but lack infrastructure: teachers’ views on online teaching and learning during COVID-19. Quality Assurance in Education, 29(4), 344-372. https://doi.org/10.1108/QAE-05-2020-0058
  25. Loglo, F. S., & Zawacki-Richter, /O. (2023). Learning with digital media: a systematic review of students’ use in African higher education. Journal of Learning for Development, 10(1), 1–23. https://doi.org/10.56059/jl4d.v10i1.857
  26. Lumadi, R. I. (2025). Reimagining education systems for curriculum justice in the fourth and fifth industrial revolutions. Africa Education Review, 1–16. https://doi.org/10.1080/18146627.2025.2578356
  27. Mahao, M., & Gennrich, T. (2022). Access to digital media and devices and their impact on the use of technology in the teaching of African literature in Gauteng classrooms. African Perspectives of Research in Teaching & Learning, 6(2), 44–58. http://hdl.handle.net/10386/4404
  28. Maniram, R. (2023). Recounting the learning challenges experienced by students from rural areas in South Africa in the context of a pandemic. African Journal of Inter/Multidisciplinary Studies, 5(1), 1–12. https://doi.org/10.51415/ajims.v5i1.1298
  29. Maphalala, M. C., Mncube, D. W., & Mkhasibe, R. G. (2022). South African secondary school discussions on digital learning and pandemic preparedness. International Journal of Higher Education, 11(6), 1–18. https://doi.org/10.5430/ijhe.v11n6p18
  30. Mkhize, T. R., & Davids, M. N. (2021). Towards a digital resource mobilisation approach for digital inclusion during COVID-19 and beyond: A case of a township school in South Africa. Educational Research for Social Change, 10(2), 18–32. https://doi.org/10.17159/2221-4070/2021/v10i2a2
  31. Mnisi, N., Mtshali, T., & Moses, M. (2024). ICT integration challenges in South African schools. Journal of Education and e-Learning Research, 11(1), 128–134. https://doi.org/10.20448/jeelr.v11i1.5396
  32. Moher, D., Liberati, A., Tetzlaff, J., & Altman, D. G. (2009). Preferred reporting items for systematic reviews and meta analyses: The PRISMA statement. PLoS Medicine, 6(7), e1000097. https://doi.org/10.1371/journal.pmed.1000097
  33. Mpofu, P. (2025). Bridging the digital divide: Exploring technology adoption and equity in secondary education in Eswatini. International Journal of Educational Management and Development Studies, 6(3), 348–372. https://doi.org/10.53378/ijemds.353267
  34. Mpungose, C. B. (2021). Students’ reflections on the use of Zoom video conferencing technology for online learning at a South African university. International Journal of African Higher Education, 8(1), 159–178. https://doi.org/10.6017/ijahe.v8i1.13371
  35. Mukuna, K. R., & Aloka, P. J. (2020). Exploring educators’ challenges of online learning in COVID-19 at a rural school, South Africa. International Journal of Learning, Teaching and Educational Research, 19(10), 134–149. https://doi.org/10.26803/ijlter.19.10.8
  36. Muyambi, G. C., & Ahiaku, P. K. A. (2025). Inequalities and education in South Africa: A scoping review. International Journal of Educational Research Open, 8, 100408. https://doi.org/10.1016/j.ijedro.2024.100408
  37. Muyambi, G. C., & Ramorola, M. Z. (2025). Unveiling educators’ readiness to teach through Digital Media (DM): The case of South Africa. Education and Information Technologies, 30(10), 13807–13834. https://doi.org/10.1007/s10639-024-13310-w
  38. Muyambi, G. C., Nkopodi, N., & Jakovljevic, M. (2026). Teachers’ and learners' readiness to integrate smartphones in South African Physical Sciences education. Discover Education. https://doi.org/10.1007/s44217-025-01076-3
  39. Ndlela, N. (2026). Digital teaching and learning in Eswatini Secondary Schools: Bridging gaps for resilient and transformative education. Eswatini Education Research Journal, 2(1), 22–39. https://eswera.org/journal/index.php/eerj/article/view/39/22
  40. Perlman, S., Ben-Sheleg, E., & Ellen, M. E. (2026). Making sense of conducting a critical interpretive synthesis: A scoping review. Research Synthesis Methods, 17(1), 30–41. https://doi.org/10.1017/rsm.2025.10041
  41. Petticrew, M., & Roberts, H. (2006). Systematic reviews in the social sciences: A practical guide. Oxford, England: Blackwell. https://doi.org/10.1002/9780470754887
  42. Sahito, Z. (2025). Bridging the digital divide: ICT access and educational equity in developing regions. Policy Journal of Social Science Review, 3(6), 242–262. https://www.policyjssr.com/index.php/PJSSR/article/view/350
  43. Shabangu, P., & Jita, T. (2025). Digital divide and social justice in South African rural schools. International Journal of Learning, Teaching and Educational Research, 24(10), 892–910. https://doi.org/10.26803/ijlter.24.10.42
  44. Sikhakhane, M., Govender, S., & Maphalala, M. C. (2021). The extent of South African schools’ preparedness to counteract 4IR challenges: learners’ perspectives. Journal of E-learning and Knowledge Society, 17(1), 1–9. https://doi.org/10.18488/journal.61.2021.91.93.104
  45. Struckmann, C. (2023). COVID-19 in South Africa: History, impact, and government response - An overview. In P. Fourie and G. Lamb (eds), The South African response to COVID-19 (pp. 13–38). Routledge. https://doi.org/10.4324/9781003294931-2
  46. Tisdell, E. J., Merriam, S. B., & Stuckey-Peyrot, H. L. (2025). Qualitative research: A guide to design and implementation. UK: John Wiley & Sons.
  47. Torraco, R. J. (2005). Writing integrative literature reviews: Guidelines and examples. Human Resource Development Review, 4(3), 356–367. https://doi.org/10.1177/1534484305278283