Digital Divide and Its Implications for E-Learning Equity in Tertiary Institutions in Kwara State, North Central Nigeria

This study investigates the nature and implications of the digital divide for e-learning equity in tertiary institutions in Kwara State, North Central Nigeria. Despite commitments to digital education, disparities in device ownership, internet access, and digital literacy create stratified learning experiences that may widen existing socioeconomic inequalities among students. A cross-sectional survey design was employed with a sample of 350 students from the University of Ilorin and Kwara State Polytechnic. Validated instruments measured device access, internet quality, digital skills, and e-learning participation and performance. Hierarchical regression analysis tested the predictive value of digital access variables on e-learning performance while controlling for socioeconomic background and prior academic achievement. Results indicate that students in the lowest tertile of device and internet access scored significantly lower on e-learning assessments and reported lower participation rates in online discussions. Socioeconomic background partially mediates the relationship between digital access and e-learning performance. Students from rural feeder schools face compounded digital disadvantages. The study recommends institutional digital equity programmes including device lending schemes, subsidised data access on campus, and targeted digital skills support for students from lower socioeconomic backgrounds. Keywords: digital divide, e-learning equity, tertiary institutions, Kwara State, socioeconomic inequality