Digital inequality in higher education

Abstract

This study aims to investigate digital inequality among faculty and students in higher education institutions in South Africa. This study examines the effects of the dimensions of digital inequalities on academic performance discussed at three levels of inequality with constructs of perceived inequality, technology acceptance, and institutional support factors for providing a comprehensive understating of the notion of digital inequalities. The findings contribute to the study of digital inequality toward digital inclusion in this era of the digital economy. The Partial Least Square- Structural Equation Modeling (PLS-SEM) was used to analyze the results from a sample of faculty members and students across universities in South Africa. Findings show that most students can satisfactorily access digital technologies while on their university campuses, not at home. Access to digital infrastructure is still a problem.