Bridging the Digital Divide in Developing Education Systems: A Systematic Literature Review of Educational Technology Access, Adoption, and Utilization in Primary and Secondary Education in Tanzania and Indonesia
Keywords:
Digital divide, educational technology, technology adoption, primary, secondary educationAbstract
The digital divide remains a significant challenge in developing education systems, particularly in ensuring equitable access to and utilization of educational technology. Tanzania and Indonesia face various challenges related to infrastructure, internet connectivity, teachers’ digital competencies, and students’ opportunities to access and use technology at the primary and secondary education levels. This study aims to analyze the access, adoption, and utilization of educational technology in Tanzania and Indonesia, as well as to identify key barriers, enabling factors, and existing research gaps. The study employs a Systematic Literature Review (SLR) guided by the PRISMA framework. Relevant literature was identified through searches of academic databases using predetermined keywords and inclusion criteria, followed by screening and thematic analysis. The findings indicate that educational technology contributes to expanding access to learning resources, promoting instructional innovation, and supporting digital learning. However, disparities remain in infrastructure, internet connectivity, device availability, teachers’ digital competencies, institutional support, and socioeconomic conditions. The findings further demonstrate that successful technology adoption depends not only on access but also on teacher readiness, pedagogical integration, policy support, and the suitability of technology to local contexts. Therefore, reducing the digital divide requires strengthening digital infrastructure, teacher competencies, and inclusive education policies.
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