An Original Theoretical Framework for Understanding Digital Equity in Curriculum Access Across Nigerian Geopolitical Zones

Digital equity in curriculum access is a multidimensional challenge in Nigeria where device access, connectivity, digital literacy, and culturally relevant digital content all vary dramatically across geopolitical zones, and developing an original theoretical framework for understanding this equity landscape makes a significant contribution to both curriculum and educational technology theory. This study developed an original theoretical framework for digital equity in curriculum access across Nigerian geopolitical zones. A theory-building methodology combining systematic equity analysis, primary empirical research, and expert consultation was employed. Systematic analysis of available data on device access, internet connectivity, digital literacy, and educational platform use from NBS, NCC, and Universal Service Provision Fund datasets revealed a consistent North-South and rural-urban equity gradient across all dimensions. Primary empirical research comprised structured surveys with 360 secondary school students (60 per geopolitical zone) and 180 teachers (30 per zone), generating zone-specific digital equity profiles. The original Nigerian Digital Curriculum Equity Framework proposes three theoretical constructs: access inequality (physical access to devices and connectivity), usage inequality (quality and educational purposefulness of digital use), and outcome inequality (digital learning advantage disparities between zones). Each construct operates through five dimensions: availability, affordability, skills, content relevance, and institutional support. The framework provides both diagnostic tools for zone-specific equity assessment and intervention design criteria for addressing specific inequality dimensions. Expert review by 20 educational technology and equity specialists confirmed the framework's theoretical originality and policy utility.

Keywords: digital equity, curriculum access, Nigerian geopolitical zones, theoretical framework, educational technology