EQUITY AND INCLUSION IN REMOTE EDUCATION: UNEARTHING DISPARITIES, INTERROGATING STRATEGIES

Abstract

This systematic review undertakes a comprehensive examination of the issue of equity and
inclusion within the domain of remote education, a domain accentuated by the exigencies of the
global COVID-19 pandemic. Through a meticulous analysis of extant scholarly literature, the
present study unveils pronounced disparities in access to remote educational resources, delineating
determinants that encompass socioeconomic strata and degrees of digital literacy. An integral facet
of this exploration involves an in-depth inquiry into the manifold ramifications of these inequities
upon historically marginalized demographics, with particular regard to the intricate interplay of
variables such as ethnicity, gender, and disability. The review proceeds to elucidate efficacious
interventions, strategies, and policy paradigms that have been promulgated to ameliorate these
prevailing disparities. By elucidating instances of pedagogical innovation and institutional reform,
this study proffers an invaluable compendium of insights tailored for the enrichment of educators
and policymakers alike. In proffering a nuanced investigation at the nexus of technology-mediated
education and the imperatives of social equity, this systematic review emerges as a critical
instrument that augments the ongoing discourse encompassing the evolution of remote learning
modalities, underpinned by an imperative commitment to principles of inclusivity and justice.