Accsess to Digital Learning Resources

This chapter addresses the issue of inequality in access to digital learning on multiple levels. It is a literature-based study that focuses particularly on the COVID-19 period and includes both global and Turkey-specific perspectives. Socioeconomic status, geographic location (rural vs. urban), teacher digital competence, and parental support are identified as major factors that directly shape students' digital learning experiences. The analysis emphasizes that providing technical infrastructure alone is not sufficient; the depth of participation, the quality of pedagogical practices, and the presence of inclusive policies are equally important. The chapter argues that holistic approaches, combining technological, educational, and social aspects, are needed to ensure more equitable and sustainable digital learning opportunities. In the Turkish context, historical models such as the Village Institutes and more recent policy shifts are also discussed to show possible ways to reduce digital inequities and strengthen educational equity.