BRIDGING THE THIRD-LEVEL DIGITAL DIVIDE: A SYSTEMATIC REVIEW OF TEACHERS’ DIGITAL CAPITAL AND EDUCATIONAL INEQUALITY IN BASIC EDUCATION

The rapid digitalization of education has intensified concerns about educational inequality, particularly in relation to the third-level digital divide, which focuses on disparities in learning outcomes. While existing research has extensively examined issues of access and digital skills, less attention has been given to how digital resources are translated into educational outcomes, especially from the perspective of teachers. To address this gap, this study conducts a systematic review of 22 peer-reviewed studies to examine how teachers’ digital capital is related to educational inequality in basic education. Guided by the PRISMA framework, the review combines descriptive analysis and thematic synthesis to identify key patterns in the literature. The findings indicate that digital inequality is not determined solely by access to technology but is associated with a multistage process that links digital access, digital capital, teaching practices, and student outcomes. In particular, the evidence highlights three interrelated patterns: multilevel barriers that constrain digital integration, including structural, resource-related, capability, and institutional factors; a gap between teachers’ digital competence and its pedagogical application; and contextual influences, whereby institutional and socioeconomic conditions shape how digital capital is enacted. Overall, this study offers a mechanism-oriented perspective on the third-level digital divide by emphasizing the mediating role of teachers in the relationship between digital resources and educational outcomes and provides implications for teacher professional development, pedagogical practices, and system-level support aimed at promoting more equitable digital education.