Digital divide and digital literacy: dual challenges and systematic governance of educational equity in colleges and universities

Abstract

This article explores the interrelated problems of the digital divide and digital literacy deficit as systemic challenges to equality in higher education. It is demonstrated that their generative logic is rooted in the dynamic interaction of factors at the micro- (differentiation of digital capital and habitus), meso- (institutional inertia of universities), and macro-levels (structural social constraints). In contrast to fragmented technocratic approaches, the author proposes a systemic governance framework that implements a paradigm shift from equality of access to equality in high-quality development . The model integrates four key elements: strategic design at the highest level, reconfiguration of the digital environment, pedagogical innovation, and the development of ethical and value-based guidelines. Implementation of this approach is seen as a prerequisite for overcoming the Matthew effect and creating a sustainable higher education ecosystem that ensures the transformation of digital resources into educational benefits for all categories of students and faculty.