Equity or equality: An analysis of university approaches to supporting and achieving digital inclusion in higher education

The participation of individuals from all socioeconomic (SES) groups in higher education has changed dramatically in recent years and has generated a better representation of the Australian population in higher education. The key driver has been the significant increase in access to higher education legislated by the Australian government’s inclusivity policies that implemented the “A Fair Chance for All” equity Framework. These inclusivity policies have changed the Australian landscape of higher education. The focus of the study is on the University of Wollongong. It was selected for this study due to its diverse student background across all socioeconomic groups. While inclusivity for all in higher education is the first step, digital inclusion is critical to give students the access, skills and resources to participate in higher education successfully. There is a gap in the literature on how students in higher education access and use digital skills to become digitally literate and maintain digital dexterity. Therefore, to become digitally literate, undergraduate students need to have digital access and skills to maintain digital dexterity. This study will address this gap in the literature by analysing how one university in higher education approaches digital inclusion with a focus on undergraduate students and staff who affect student learning. This study was conducted at a precarious time with COVID-19 pandemic mandated community lockdowns and a greater need for digital inclusion in higher education. This study was conducted pre-pandemic, during the pandemic and at a time when we are learning to live with the pandemic. This enabled a significant opportunity to view digital inclusivity in higher education.