Formation of digital inclusion in the educational system of Kazakhstan in a system of equal access

Abstract

Digital changes in education systems have made the problem of ensuring equal access to digital resources, infrastructure and learning opportunities more urgent. The purpose of the study is to analyze the formation of digital inclusion in the education system of Kazakhstan and identify factors that determine inequality of participation in the digital educational environment. A mixed design was used, which involved a synthesis of a quasi-experimental approach (pre-/post-test), quantitative questionnaires and qualitative analysis of open-ended responses from students and teachers. The total sample consisted of 380 participants. The results showed an average level of digital inclusion (M = 63.8, SD = 11.4). More than a third of students (34.7%) used a smartphone as their main learning device. This is due to reduced indicators of digital inclusion (t(318) = 5.14, p < .001, d = 0.81). Only 26.9% had a stable Internet connection. ANOVA indicated statistically significant SES gaps (F(2,317) = 28.41, p < .001): students with high SES (M = 71.8) outperformed students with average (M = 64.3) and low SES (M = 57.2). Regression analysis confirmed that digital competence is the strongest predictor of digital inclusion (β = 0.36, p < .001). The study indicated that there are the following barriers to the development of digital inclusion: technical, cognitive-navigational, organizational and psychological. At the same time, the experimental intervention (digital training, LMS standardization, digital tutoring) contributed to the increase in the level of digital inclusion. Therefore, the study made an empirical contribution to the understanding of digital inclusion in Kazakhstan and pointed to the interaction of infrastructural, cognitive, and social factors.