Digital Infrastructure Inequality: Mapping the Technology Readiness Gap Between Urban Privatand Rural Government Schools

Abstract

This study examines the digital infrastructure gap between urban private schools and rural government schools, focusing on technology readiness as a determinant of educational equity. Using a mixed-methods approach combining quantitative infrastructure audits across 150 schools and qualitative interviews with 60 educators, this research reveals significant disparities in computer access, internet connectivity, digital content availability, and teacher technological competency. Urban private schools demonstrate a Technology Readiness Index score of 78.4 compared to 32.1 in rural government schools, representing a 46.3-point gap that perpetuates educational inequality. Findings indicate that infrastructure deficits in rural schools correlate strongly with limited student digital literacy, reduced engagement with technology-enhanced learning, and constrained educational outcomes. The study proposes a comprehensive framework for bridging this gap through targeted policy interventions, infrastructure investment, teacher training programs, and public-private partnerships. Implications extend to educational policymakers, school administrators, and technology providers seeking to advance digital equity in education.