ISEDJ

Abstract: Amidst escalating global crises, universities and colleges are becoming increasingly digitalized to respond to evolving educational demands. However, technology and digitalization are also introducing new forms of inequality and extending existing disparities. The purpose of this study was to investigate these disparities, their impact on education, and how academic institutions’ responses during the COVID 19 crisis further impacted these disparities and inequalities. We used a grounded theory approach with an interpretive epistemology which is appropriate and well suited for this study. We interviewed 24 informants holding university leadership and decision-making positions, including deans, IT managers, university presidents, provosts, and chief information officers. Public and private universities, historically black colleges and universities (HBCU), and minority institutions were represented. Our findings showed that digitalization of learning and institution processes expanded gaps in digital access, equity, and socio-economic status. The findings also supported that some universities proactively implemented best practices that extended beyond investing in digital infrastructure to include initiatives to support equity, inclusivity, and accessibility. The outcome of the study can inform evidence-based decision making, develop targeted crisis interventions, and advocate for systemic changes that promote an equitable and inclusive digital learning environment.

Download this article: ISEDJ - V23 N1 Page 54.pdf

Recommended Citation: Parks, R., Paros, A., Yakubu, M., (2025). Examining Impacts on Digital Discrimination, Digital Inequity and Digital Injustice in Higher Education: A Qualitative Study. Information Systems Education Journal 23(1) pp 54-69. https://doi.org/10.62273/CBZW4487