The Future of E-Learning in Global Education: Digital Equity or Digital Divide Through World Cultural Approaches
DOI:
https://doi.org/10.64984/ijcd.3.1.2026.25Keywords:
digital divide, institutional isomorphism, World Culture Theory, E-learning, Digital EquityAbstract
E-learning has emerged as a global trend that could unite nations and borders as a global culture under a single narrative of education. Online learning has both positive and negative impacts on the world’s education in particular and socio-economic systems in general. The study aims to chart the future of e-learning by examining a crucial question: Does e-learning promote digital equity, or does it exacerbate the digital divide? In this context, the current article will assess the validity of e-learning's claims to ensure digital equity—defined as universal access to digital resources, while also considering the impact of online learning on underdeveloped countries, which has contributed to the digital divide, characterized by unequal access to ICT worldwide. The study will incorporate World Culture Theory to further elucidate our claims, since globalization in culture takes keen interest in global education. Together they connect major sociological frameworks with digital education that illustrate how global modules of knowledge and institutions spread across countries. The first section of this research paper includes a brief history of e-learning and the rationale behind applying World Culture Theory, followed by for and against arguments from digital equity and digital divide. In its concluding section, the study aims to construct a comprehensive narrative that addresses the intersection of digital equity and the digital divide in education, with the potential to transform educational practices.
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