Abstract
This study introduces an elaborate six-dimensional policy framework targeted at enabling digital equity in 21st-century learning environments. This study, based on comparative evidence from India, France, and Kenya, goes deep into the challenges of digital access, skills development, and the use of technology for the inclusion of all. Six key policy domains have been identified from an integrative review of seventy Scopus-indexed empirical studies and government reports published between 2019 and 2025: Infrastructure and affordability, accessibility and Universal Design for Learning (UDL), digital and data literacy, teacher professional development, governance and accountability, and community participation. There are rural-urban disparities in device-to-student ratios (0.6 to 1.1) and broadband access (32% to 68%). A tiny portion of digital platforms is conforming to accessibility guidelines while UDL-based interventions and teacher micro-credentialing programs have resulted in up to 30% improvements in engagement and the use of inclusive pedagogy. Also, the use of data-driven dashboards and the establishment of community hubs have led to greater responsiveness and participation in different educational contexts. The framework presented highlights the following: Equity-weighted funding, the conducting of systematic accessibility audits, the continuous building of teacher capacity, the promotion of multilingual digital literacy through various initiatives, and the setting up of real-time governance mechanisms. The research argues for the necessity of a continuous, evidence-based, digital equity policy agenda if technology-driven change is to become a means of educational inclusion rather than of exclusion.
keywords: digital equity, educational policy, inclusive learning, Universal Design for Learning (UDL), digital divide, teacher professional development
