From Digital Divide To Education Sustainability: A Scoping Review

Abstract

Learning has evolved to being online, and it is now considered a norm for learners to learn synchronously and asynchronously. Previous studies have proved that this type of learning has proven to provide higher learning outcomes. However, that is if learners perceive it as positive. Unfortunately, learners from lowincome families have had difficulties coping with being online. Hence, this scoping review aims to distinguish the challenges learners from low-income families face when studying online. By understanding the challenges of learners from low-income families, educators can create an effective learning strategy that helps cater to these learners' needs. Guided by the Systematic reviews and Meta-Analysis extension for Scoping Reviews (PRISMA-ScR), this study has explored the Scopus and Web of Science (WoS) databases regarding the challenges learners from low-income families faced when studying online. The results report the temporal, geographical relationship, setting, design type, purpose, types of challenges, and summarising results of the past literature. Six themes of challenges were found from the results, which are 1) connectivity, 2) lack of appropriate devices, 3) unfitting learning environment, 4) lacking in digital skill, 5) lack of self-discipline, and lastly having 6) socio-economic issues.