IMPACT OF DIGITAL EQUITY ON TECHNO-LITERACY AMONG MARGINALIZED STUDENTS IN PUBLIC SCHOOLS OF SINDH, PAKISTAN FOR INCLUSIVE AND SUSTAINABLE EDUCATION

Abstract

Digital equity is a critical prerequisite for fostering techno-literacy and achieving inclusive and sustainable education, particularly among marginalized students in developing regions. This study examines the impact of digital equity on techno-literacy among marginalized students enrolled in public schools in Sindh, Pakistan. Employing a mixed-methods research design, the study collected quantitative and qualitative data from a sample of 150 students in public schools in Larkana District. Quantitative findings revealed a moderate level of basic digital operational skills among students; however, substantial deficiencies were observed in advanced digital competencies, including problem-solving and critical technology use. Pearson's correlation analysis indicated a significant positive relationship between digital equity and techno-literacy (r = 0.642, p < 0.01), suggesting that improved access to digital resources, connectivity, and learning opportunities is associated with higher levels of techno-literacy. Qualitative thematic analysis further identified inadequate digital infrastructure, limited internet access, insufficient technological resources, and language barriers as major obstacles to digital inclusion. The study concludes that strengthening digital equity through investments in solar-powered digital infrastructure, localized digital learning resources, and context-sensitive pedagogical frameworks can significantly enhance techno-literacy among marginalized learners, thereby promoting equitable, inclusive, and sustainable educational outcomes in Sindh, Pakistan.