Bridging the Digital Divide: A Strategic Framework for Enhancing Inclusive Education in Canadian Schools
Year: 2024
Type: conference-paper
Study designs: Systematic Review, Meta-Analysis
Abstract: This study investigates the multifaceted challenges faced by newcomer families in the Ottawa-Gatineau region, focusing on four critical dimensions: digital literacy barriers, language and cultural obstacles, social isolation, and educational and health disparities. A systematic literature review (SLR) was conducted following the PRISMA guidelines, incorporating 36 studies, of which 16 were deemed most relevant. A meta-analysis was performed to quantify the impact of targeted interventions on educational outcomes, drawing evidence from four key studies. The analysis revealed a pooled effect size (Cohen's d) of 0.49, indicating a moderate positive impact of digital literacy interventions on student learning outcomes. Heterogeneity analysis showed an I² value of 23.7% and a Q-statistic of 7.84 (df = 3), signifying low variability among the included studies. No evidence of publication bias was observed, as confirmed by a funnel plot analysis. The findings underscore that digital literacy barriers hinder parental engagement with online learning platforms, leading to lower academic support for students. Language and cultural barriers restrict the ability of parents to participate in parent-teacher communication, while social isolation prevents families from accessing community-based resources. These barriers collectively contribute to significant educational and health disparities, with newcomer students experiencing higher absenteeism, lower academic achievement, and increased socio-emotional stress. The study highlights the urgent need for policy reform and targeted interventions. Recommendations include multilingual digital literacy training, equitable funding for device loans, and culturally responsive education (CRE) practices that reflect the lived experiences of newcomer families. Further, partnerships between schools and community organizations are emphasized to reduce social isolation and provide holistic support for families. The study also underscores the role of data-driven accountability in tracking the progress of inclusive education initiatives. By presenting quantitative evidence on the impact of interventions, this study offers a roadmap for educators, policymakers, and community stakeholders to bridge the equity gap for newcomer families and promote an inclusive educational environment in the Ottawa-Gatineau region.
Authors: Sayyara Rafig Gurbanli, Ayshan Mammadzada
Institutions: Baku State University, University of Ottawa
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
Open Access status: bronze
OpenAlex ID: W4412197113