DIGITAL DIVIDE REVISITED: A COMPREHENSIVE LITERATURE REVIEW ON THE IMPACT OF UNEQUAL ICT INFRASTRUCTURAL QUALITY ON STUDENT LEARNING OUTCOMES IN SCIENCE EDUCATION

Abstract

This literature review critically examines the impact of unequal Information and Communication Technology (ICT) infrastructural quality on student learning outcomes in science education. It focuses on core dimensions of infrastructure, including internet connectivity, device accessibility, electricity reliability, and technical support. Drawing from global meta-analyses, policy frameworks, and empirical evidence with particular attention to developing countries such as Nigeria the review underscores how deficiencies in ICT infrastructure undermine equitable access to inquiry-based, collaborative, and interactive modes of science learning. The findings reveal that while ICT integration holds transformative potential for improving engagement and achievement in science education, persistent infrastructural gaps exacerbate educational disparities and limit innovation in pedagogy. The study emphasizes the need for a holistic approach that couples infrastructural development with sustained teacher capacity building, curriculum alignment, and supportive educational policies to ensure meaningful and inclusive improvements in science learning outcomes.