Publication Details
Abstract
This study examines cross-cultural patterns of educational technology (EdTech) adoption and their implications for advancing digital learning equity in U.S. higher education. Despite rapid expansion of digital learning tools, adoption outcomes vary significantly across contexts due to socio-economic, cultural, and infrastructural differences, with underserved and immigrant learners in the United States continuing to face persistent inequities. Using a comparative qualitative design based on secondary data from UNESCO, OECD, and World Bank reports, as well as peer-reviewed case studies across Asia, Africa, and Europe, the study employs Qualitative Comparative Analysis (QCA), thematic coding, and cross-case synthesis. Findings identify three key drivers of effective EdTech integration—community engagement, government–industry partnerships, and low-cost mobile-first solutions—as well as major barriers including infrastructural limitations, uneven teacher preparedness, and cultural or linguistic mismatches. Importantly, the analysis highlights how these factors shape not only access to technology but also student engagement, learning experiences, and inclusive pedagogical practices in higher education settings. Drawing on cross-cultural insights, the study proposes a culturally informed framework to support equitable digital learning in U.S. higher education, emphasizing multilingual content, culturally responsive pedagogy, and targeted investment in access and teacher capacity. The findings contribute to ongoing debates on digital learning by demonstrating that equitable EdTech adoption requires alignment between technology, pedagogy, and socio-cultural context to enhance student learning outcomes and inclusion. Additionally, the study highlights how these cross-cultural insights can inform the design of AI-driven learning analytics and early warning systems that support equitable, data-informed decision-making in higher education.