<![CDATA[Educational inequality has been a long-term issue in urban marginalized communities, particularly in developing countries where education in the formal sector is not always accessible. Social media, which is otherwise considered a communication platform, is also being utilized as an informal study area. The present research explores how Indonesian urban marginalized communities utilize social media as a means of promoting educational equality by promoting digital learning activities at the community level. Using qualitative case study design, 21 participants' data were gathered using digital observation, semi-structured interviews, and documentation of community content. Participation patterns, content development, and learning practices were examined using thematic analysis via NVivo software. Results indicate that media such as WhatsApp, Facebook, and TikTok are not only used for purposes of communication but also for educational content generation and sharing as per local demand. An active culture of peer learning, family nurturing, and mentoring has enabled the development of grassroots digital learning ecosystems. Social media is posited by research to serve as a micro-ecosystem that supports inclusive and contextualized learning among marginalized communities. The research moves the general discussion on community digital practices and emphasizes the need to redefine social media as an appropriate means through which educational inclusion and innovation can be achieved.]]>
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