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All Journal Nusantara Education Studies
Mega Rahmatia
Universitas Sarjanawiyata Tamansiswa, Yogyakarta

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Digital Divide in Achieving Equitable Education Access in the Digital Transformation Era Putri Safitri; Via Fatmawati; Mega Rahmatia; Rosita Permatahati
Nusantara Education Studies Vol. 3 No. 1 (2025): June Edition
Publisher : Integra Academic Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63208/21011-560

Abstract

Digital transformation has created significant opportunities to improve the quality and accessibility of education while also generating challenges related to the digital divide that may reinforce educational inequalities. This article aims to analyze the phenomenon of the digital divide in education and identify strategies for achieving equitable education access in the digital transformation era. This study employed a literature review method by analyzing scientific publications and international institutional reports published over the last five years. The findings indicate that the digital divide in education is a multidimensional issue involving disparities in digital infrastructure, technological devices, digital competencies, technology utilization, and learning outcomes. Addressing these challenges requires a comprehensive approach through strengthening digital infrastructure, improving educators' and students' digital competencies, enhancing digital literacy, providing quality digital learning resources, and implementing inclusive educational policies. Digital transformation in education should not merely focus on increasing technology adoption but must prioritize the development of an equitable, sustainable, and inclusive education system that ensures equal learning opportunities for all students. Therefore, digital equity becomes a fundamental principle in achieving meaningful educational transformation in the contemporary digital era.
Educational Leadership in Responding to Artificial Intelligence Disruption Mega Rahmatia; Asmarani Asmarani; Melinda Putri Rusmadini; Elya Fitrotunnisa
Nusantara Education Studies Vol. 4 No. 1 (2026): June Edition
Publisher : Integra Academic Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63208/21011-696

Abstract

The rapid advancement of Artificial Intelligence (AI) has significantly transformed educational systems, affecting both learning processes and institutional governance. These developments require educational leadership that can adapt to technological change while ensuring that AI implementation remains aligned with educational quality improvement. This study aims to analyze the role of educational leadership in responding to AI disruption using a Systematic Literature Review (SLR) approach. The review examined scholarly publications and policy documents published over the last five years obtained through Google Scholar and official publications from relevant international organizations. The collected literature was analyzed using content analysis to identify major themes and develop a conceptual synthesis. The findings indicate that successful AI implementation in education depends on leaders' ability to establish a digital transformation vision, strengthen AI literacy, promote data-driven decision-making, cultivate an innovation-oriented organizational culture, and implement ethical AI governance. Furthermore, educational leadership in the AI era should integrate human intelligence and artificial intelligence synergistically, allowing technology to support decision-making while preserving human responsibility in strategic leadership. This study contributes a conceptual framework that reinforces adaptive, collaborative, and sustainable educational leadership for addressing AI disruption in contemporary education.
Co-Authors Asmarani Asmarani Elya Fitrotunnisa Melinda Putri Rusmadini Putri Safitri Rosita Permatahati Via Fatmawati