Modeling digital inequality in basic education
A system dynamics simulation of educational continuity
Bibliographic Data
| ID | 22166700 |
|---|---|
| Authors | Sandra Patricia Barragán Moreno (0000-0001-6503-4445, Universidad de Bogotá Jorge Tadeo Lozano, corresponding author), Oscar Leonardo Lozano Galindo (0000-0001-7089-0182, Secretaría de Educación del Distrito Capital) |
| Year | 2025 |
| Volume | 10 |
| Publication date | 2025-12-08 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Frontiers in Education (JOURNAL) |
| Journal identifiers | ISSN: 2504-284X • E-ISSN: 2504-284X |
| Publisher | Frontiers Media SA (PUBLISHER • CH) |
| DOI | 10.3389/feduc.2025.1715760 |
| OpenAlex | W4417102746 |
| Language | EN |
| Citations received | 1 |
| References cited | 32 |
Introduction Digital inequality remains a persistent obstacle to achieving educational equity, particularly in socioeconomically vulnerable contexts. This study analyzes how unequal access to digital platforms affects educational continuity in early childhood, primary, and secondary education. Methods A System Dynamics model of the Forrester type was developed to simulate the cumulative effects of structural variables (household income, teacher digital competence, school–family collaboration, and digital public policies) over a 10-year horizon. The model was parameterized using official Colombian educational data and literature-based coefficients, and 13 simulations were conducted under different socioeconomic, pedagogical, and policy scenarios. Results Simulation outcomes indicate that educational continuity is highly sensitive to variations in income levels, teacher training, and investment in digital policies. Low-investment and low-income conditions led to progressive declines in retention, while scenarios combining improved household income, teacher competence, and policy support produced multiplier effects, strengthening continuity and transition to higher education. Discussion Findings reveal that digital access alone is insufficient to guarantee educational continuity. Instead, pedagogical quality, teachers’ digital skills, and school–family collaboration emerge as key mediating factors sustaining engagement and reducing dropout. Conclusion System Dynamics modeling provided a comprehensive understanding of the feedback loops and interdependencies linking digital inequality and educational continuity. The study offers evidence-based insights for policymakers to design integrated strategies that combine technological investment, pedagogical innovation, and family participation to promote equitable and sustainable educational trajectories
Causal loop diagram · Digital divide · Educational inequality · Inequality · Interdependence · Obstacle · System dynamics · Child Development and Digital Technology · Digital literacy in education · Global Educational Policies and Reforms
The Digital Divide
Deep Dive into Digital Transformation in Higher Education Institutions
A feedback view of behavioural distortions from perceived public service gaps at ‘street‐level’ policy implementation
Plataformas digitales y justicia formativa
Plataformización de la Educación Pública
Second-Level Digital Divide
Identifying Key Variables of Student Dropout in Preschool, Primary, Secondary, and High School Education
Predictors of young students’ school participation during the early days of Covid-19 remote learning
Connection, connectivity and choice
Reconsidering Political and Popular Understandings of the Digital Divide
| Unique citing works | 1 |
|---|---|
| Citations per year | 1 |
| Citation span | 2026 - 2026 (1) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 1 |