Authors : Ahmed Fahad Alanazi

Volume/Issue : Volume 11 - 2026, Issue 6 - June

Google Scholar : https://tinyurl.com/hvdfwa3n

Scribd : https://tinyurl.com/2zeff6ve

DOI : https://doi.org/10.38124/ijisrt/26jun301

Note : A published paper may take 4-5 working days from the publication date to appear in PlumX Metrics, Semantic Scholar, and ResearchGate.

Abstract : The rapid transition to online learning, accelerated by the COVID-19 pandemic, has exposed a persistent social issue: the digital divide. While existing research documents disparities in access to technology, a critical gap remains in understanding how these disparities translate into measurable differences in academic performance through the lens of social stratification. This study investigates the relationship between digital access and academic outcomes among university students in developing economies. Utilizing a mixed-methods sequential explanatory design, data were collected from 450 undergraduate students across three public universities. Quantitative findings reveal a statistically significant positive correlation between a composite Digital Access Index and cumulative grade point average. Thematic analysis of follow-up interviews identifies three primary mechanisms mediating this relationship: digital self-efficacy, temporal flexibility for asynchronous learning, and access to supplementary academic resources. Drawing on Bourdieu’s theory of cultural and social capital, the study demonstrates how digital tools function as a contemporary form of capital that reinforces existing class structures. These findings suggest that without targeted intervention, online learning environments risk perpetuating, rather than mitigating, educational inequality. Policy implications include recommendations for infrastructure investment, device subsidy programs, and digital literacy training integrated into curriculum design.

Keywords : Digital Divide; Online Learning; Social Stratification; Academic Performance; Educational Technology; Digital Capital.

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