IIARD International Institute of Academic Research and Development

International Journal of Engineering and Modern Technology (IJEMT )

E-ISSN 2504-8848
P-ISSN 2695-2149
VOL. 11 NO. 4 2025
DOI: 10.56201/ijemt.vol.11.no4.2025.pg309.325

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Regulating the Digital Divide: Policy Interventions for Equitable Access to AI-Enabled E-Learning Platforms

Chukwudum Collins Umoke, Sunday Odo Nwangbo, Oroke Abel Onwe, Kennedy Ololo

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Abstract

Artificial Intelligence (AI) is rapidly transforming global education systems, offering unprecedented opportunities for personalization, efficiency, and adaptive learning. However, the integration of AI in education has also deepened existing digital divides, particularly in under-resourced communities lacking adequate infrastructure, policy support, and inclusive design. This study proposes the Equity-Centered AI Learning Access Model (ECALAM)—a conceptual framework developed through a qualitative synthesis of recent literature and policy reports—to understand and address systemic barriers to equitable AI adoption. ECALAM identifies four interrelated domains: structural inequities, AI accessibility challenges, inclusive design adaptation, and policy governance. Findings indicate that AI-enhanced learning systems, when deployed without attention to algorithmic fairness, linguistic diversity, and access equity, risk reinforcing educational stratification. Inclusive design principles, adaptive technologies, and regulatory frameworks are shown to play a pivotal role in enabling just and accessible learning environments. The study concludes with policy recommendations for governments, educators, and technology developers, emphasizing the need for anticipatory governance and inclusive pedagogical integration. ECALAM offers a diagnostic and strategic tool for guiding ethical and equitable AI implementation in education, particularly across diverse and underserved global contexts.

keywords:

Digital divide in education, Artificial Intelligence (AI) in learning, Inclusive design,

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