Inclusive Innovations: Promoting Digital Equity and Inclusion through Technological Solutions

1. Introduction

The quest for inclusion has become paramount in today’s higher education context. Promoting inclusivity by embracing a wide range of viewpoints, backgrounds, and skills guarantees that every student has an equitable chance to excel and flourish. As such, technology has been instrumental in creating inclusive learning environments that facilitate access, fairness, and empowerment for all students. Thus, inclusive innovation is a concept that encompasses unbiased engagement in the invention process, leading to holistic growth [1, 2]. This notion has been introduced to address certain shortcomings of the trickle-down strategy, in which poverty should be seen as the absence of fundamental capacities rather than the absence of monetary resources [2]. Inclusive innovation, as defined by the Global Research Alliance, refers to any form of innovation that enables the excluded population, particularly those at the bottom of the socioeconomic pyramid, to have affordable access to high-quality goods and services. This type of innovation also aims to create sustainable livelihood opportunities for these individuals, with a wide-reaching impact [3, 4]. Similarly, [4] posit that inclusive innovation refers to incorporating excluded populations into some aspects of innovation.

According to [5], inclusive innovation is the development of a process or product that addresses the needs of a group of individuals who are excluded uniquely or unconventionally. This occurs as a component of acknowledging actors, institutions, and the environment, enabling the recipient of the innovation to participate in its development and implementation in a manner that aligns with their capabilities and resources [6]. The concept of inclusive innovation has been accorded substantial prominence in recent decades, and outstanding progress has been made in its conceptual development [6, 7]. The discussion on inclusive innovation encompasses various concepts such as innovation systems, the identification and involvement of innovative actors, knowledge acquisition, and the interaction between communities and institutions, among other related topics. Thus, the concept of inclusive innovation is intricate, and the existing theoretical framework is inadequate in defining its qualities and breadth [6]. Nevertheless, this issue does not hinder its utilization as a foundation for epistemological analysis in the context of public policy, academic debates, and reflections on development [6, 7, 8]. Thus, this chapter conceptualizes inclusive innovation as the process of creating and putting into action novel concepts with the aim of providing chances that improve the social and economic welfare of marginalized individuals in higher education institutions, as well as the society at large.

Therefore, in response to pressing global issues, higher education institutions must develop and implement inclusive innovation through novel approaches to research, pedagogy, organizational frameworks, and practice [9, 10]. This is because higher education institutions are considered part of the Quadruple and Quintuple Helix innovation systems, which seek to understand and improve the generation and application of knowledge in economies [10, 11, 12]. This organizational framework recognizes innovation and digitalization as crucial catalysts for promoting equitable economic growth [10] through higher education institutions. Thus, examining inclusive innovation through an access and inclusion lens has become increasingly vital in light of the COVID-19 pandemic. This is because the post-COVID-19 phase has resulted in a significant transformation in the digitalization of higher education, which includes the rise of the “flipped classroom”, blended learning, and the migration of lecture content to the online platform [10, 13]. Nevertheless, this significant change has also amplified and intensified educational disparities on a global scale [10, 14]. Studies such as [13, 14, 15] indicate that the pandemic has disproportionately affected students’ access and equity, putting several students at a higher risk of experiencing further deterioration in their academic endeavors. Thus, given that the pandemic has highlighted the exclusive nature of higher education practices and expectations, such as the physical ability to attend university, access to technology, and financial stability, among many others, it becomes paramount to examine how digital equity and inclusion in technological solutions can engender inclusive innovations in higher education institutions.

2. Conceptualizing digital equity and inclusion in education

Within scholarly literature, a tendency exists to employ terminology such as digital (in)equality, digital (in)equity, and digital inclusion interchangeably, resulting in a dearth of distinction in their respective definitions. By distinguishing between these concepts, it becomes possible to identify the precise objectives of particular policies and practices. This highlights whether the policy aims to improve digital fairness and inclusivity in education or utilize digital technology to advance equity and inclusivity. In addition to the policy objectives, considering the distinctions among these terms can assist policymakers in critically assessing the target audience they are attempting to reach through specific policy measures, impacting the effectiveness of the policies they enact [16]. Thus, [16] defines digital equity in education as promoting justice and fairness in providing digital technology, encompassing hardware, software, high-quality broadband, and other related resources. It also encompasses the cultivation of digital skills, use, and attitudes among all students. Digital technologies for equity in education involve providing supplementary learning materials to students who require assistance, facilitating equitable outcomes, and enabling their full engagement in digital education [16, 17].

On the other hand, digital inclusion in education refers to overcoming obstacles to engagement in digital education stemming from student disparities [16, 18]. This would also entail ensuring that digital tools in education are created and utilized to foster the engagement and seamless integration of all students [17]. Digital technologies for inclusion in education use digital tools and learning environments to foster inclusivity while recognizing, embracing, and valuing the many characteristics of students [16]. As such, using digital technology in education strives to foster inclusivity, cultivate a sense of belonging and well-being among students, and guarantee the absence of prejudice [16, 17, 19]. Thus, digital equity necessitates that every individual possesses the necessary digital capabilities, encompassing both access and proficiency, to engage in society actively [20, 21]. Based on the foregoing, this chapter conceptualizes digital equity in education as an impartial distribution and utilization of technologies, ensuring that no individuals are disadvantaged or have reduced learning opportunities. Similarly, in this chapter, digital inclusion refers to systematically reducing obstacles to information and communication technologies (ICTs), such as limited access, lack of impetus, lack of support, and inadequate digital skills, to empower individuals to regain control over their academic lives and enhance their participation in different areas of life.

Moreover, studies indicate that for digital equity to develop, there must first be widespread distribution or dissemination of fundamental access to information technology within educational systems and communities in impoverished cultures [22]. Thus, [23] proposes a hierarchical theoretical framework that assists academics in analyzing the digital gap regarding fairness and equality. This framework, derived from extensive research, delineates three tiers of a digital divide within educational institutions: the level of school infrastructure (comprising hardware, software, and internet accessibility), the level of classrooms (involving the utilization of technology by both students and teachers), and the level of individuals (where students employ technology to enhance their capabilities) [22, 23]. Furthermore, [21, 24] proposes an alternative perspective on the essential components of digital literacy that must be established to progress toward achieving digital equity, which is the availability of physical devices, computer programs, and access to the internet, access to significant, top-notch, culturally pertinent content in regional languages, access to generating, distributing, and swapping digital content, and availability of instructors proficient in utilizing digital technologies and resources [21, 24]. Thus, given that the pandemic outbreak has brought to light the significant challenges of equity and inclusion in higher education institutions, it becomes paramount to examine how digital equity and inclusion in technological solutions can engender inclusive innovations in higher education institutions.

3. Challenges of digital equity and educational inclusion through digital technologies

The issue of digital equity is a matter of concern for individuals who recognize the influence and significance of the internet and digital technologies in the developing knowledge-based society. This concern is acknowledged by various experts such as [21, 24, 25]. Nevertheless, a significant portion of the global population lacks access to the internet and associated technology, leading to a modern exclusion known as the “digital divide”. The concept of digital divide pertains to situations when there is a significant disparity in the availability or utilization of ICT equipment [24]. As such, [26] asserts that a digital divide arises when a group’s access to digital technologies and resources varies based on social, economic, cultural, or national identity. Thus, people can experience social exclusion based on age, gender, disabilities, money, education, geography, language, and culture [24, 27]. In the field of education, advancements in providing physical access to digital technologies (first-level division) and resources have uncovered additional divisions (second-level division) related to skill levels, usage patterns, and content production [21, 24]. These divisions separate individuals who consume content on the internet from those who create and produce it [21, 28]. Third-level divisions have emerged that will provide new difficulties for educators committed to ensuring equitable opportunities [21, 24]. Thus, [29] defines third-level divides as inequalities in the benefits of internet usage among users with similar usage patterns and unrestricted access to ICTs and internet infrastructure. The [29]‘s research indicates that the internet is more advantageous for individuals with higher education levels and social status. This advantage is not determined by how much they use the technology but rather by the outcomes they achieve in various important areas.

Therefore, the significance of information technology (IT) in teaching and learning continues to be debated regarding the abilities required in the twenty-first century. There is a growing exploration of assessment methodologies and tools in this field, as evidenced by the works of [21, 24]. Innovation in teaching encompasses novel methods of instruction, such as using learning object repositories, providing online courses, alternative approaches to learning, and innovative pedagogical practices [21, 30]. However, education systems encounter the challenge of teacher development when they aim to innovate by using digital technologies and resources in teaching and learning. The US National Education Technology Plan, published by [31], highlights the current prevalence of the “digital use divide”. The report revealed that instead of acknowledging the vast possibilities for innovation, educators usually employ technology in alignment with traditional teaching methods, essentially performing the same tasks as before but with slightly increased speed, frequency, or quality. Teachers integrating in-person and online learning activities in their primary or secondary classrooms, commonly known as the “flipped classroom”, are starting to view it as the prevailing trend. Nevertheless, expanding outside this group remains challenging [32, 33], emphasizing the importance of leadership and administrative, collegial, and instructional assistance. Thus, Collaborations with IT partners and occasionally governmental organizations are difficult but crucial for developing skills in utilizing digital tools and resources. Therefore, [34] concludes that implementing digital solutions must consider the numerous circumstances, resources, and interventions necessary to support academic and social inclusion. The increasing endeavors to achieve digital equity are driven by the possibility that digital exclusion may contribute to the educational, social, and economic exclusion of individual learners, citizens, and entire populations on a larger scale. An underlying premise is that individuals must have access to and utilize the internet and digital technology to actively engage and reap the advantages of a global knowledge society. Thus, to achieve this, basic literacy is a requirement for participation.

4. Methodology

This study is underpinned by an interpretivist paradigm, which suggests that individuals form their understanding of their surroundings through their interaction with the outside world [35]. The study also utilized a qualitative approach to obtain a more comprehensive understanding of how digital equity and inclusion in technological solutions can engender inclusive innovations in higher education institutions. Similarly, a case study research design was employed. According to [36], case studies are the most suitable approach when the contextual conditions are pertinent to the phenomenon being studied. Utilizing a multiple case study design enabled the researcher to choose research sites and participants from diverse backgrounds, encompassing a range of experiences about issues of digital equity and inclusion in higher education institutions [37]. Two traditional South African universities offering theoretically focused university degree programs were purposively selected for this study. It was anticipated that these universities would provide distinct and fascinating data regarding issues of equity and inclusion through technological solutions in promoting inclusive innovation. Ultimately, the study focused on university students, university lecturers, and the heads of departments in the two selected universities. Each of the two universities included a sample consisting of twenty-five university students, five university lecturers, and three heads of departments. Using a purposive sampling technique, the overall sample comprises fifty university students, ten university lecturers, and six heads of department, making a total of sixty-six participants. For this study, data were collected through a semi-structured interview, which lasted approximately 10–15 minutes with each participant, and findings were validated through triangulation of the unit of analysis involved in the study. The data collected from these participants were analyzed using thematic analysis. The fundamental ethical considerations of the study focused on the issues of anonymity and informed consent. Similarly, confidentiality, anonymity, and privacy were upheld, and before starting the data collection process, this prerequisite was reiterated and agreed upon by all parties involved.

5. Results

Although the integration of digital technologies in tertiary institutions presents several problems, it is crucial to underscore that achieving digital equity and inclusion are fundamental objectives for higher institutions in their efforts to foster inclusive innovations. As such, the findings of the study were presented under the following sub-category:

• Digital Equity in technological solutions in engendering inclusive innovations;

• Educational inclusion in technological solutions in engendering Inclusive innovations.

6. Digital equity in technological solutions for inclusive innovations

Ensuring digital equity is essential for promoting inclusive advancements in higher education institutions, as it enables all students to engage in the digital era actively. Therefore, digital equity is essential for establishing a genuinely inclusive and innovative environment, as it encompasses initiatives such as increasing technological accessibility and guaranteeing equal learning opportunities. Thus, to gather relevant stakeholders’ perspectives, participants were asked: “How can digital equity in technological solutions engender inclusive innovations in higher education institutions?”. Research findings revealed that equalizing opportunities, empowering marginalized communities, promoting digital citizenship, bridging the digital divide gap, training faculty and staff, and providing equitable learning experiences are ways higher education institutions can promote digital equity in technological solutions for inclusive innovations. For instance, a participant stated:

Similarly, another participant stated:

Moreover, the participants consider digital equity a crucial foundation of inclusive innovation in higher education. They believe that by tackling digital equity and promoting inclusive innovations, higher education can establish a fair and empowering learning environment for all students. As such, participants highlight ways digital equity can be enhanced by leveling the playing field and empowering minority groups. A participant iterates:

Similarly, another participant added:

Another participant also asserts that:

In support of the above, a participant who believed that implementing strategies, such as the promotion of digital citizenship and bridging the digital divide gap, can create a more equitable and inclusive environment stated:

In addition to the above responses, some participants believed that training faculty and staff to promote digital equity is crucial to fostering inclusive innovation that benefits all academic community members and beyond. As such, the participants state:

Similarly, another participant added:

The research findings indicate that higher education institutions can advance digital equity in inclusive innovations by empowering students from diverse backgrounds to participate equally in the digital learning environment. This can be achieved through ensuring equal access to educational resources, expanding broadband infrastructure, and implementing affordable internet access programs that offer equal opportunities to students in underserved areas. Providing the aforementioned resources would assist and facilitate various adaptable learning methods, such as hybrid and online alternatives, that cater to all students and promote collaboration and a sense of community for student achievement. These findings corroborate those of [38, 39], who indicated that social and technical barriers exist to accessing digital solutions. Thus, [38] argued that physical and organizational systems and facilities are necessary for the functioning of an organization, such as a higher education institution, and in order to ensure that low-income individuals can benefit from broadband access, it is crucial to gain a comprehensive understanding of the social infrastructure, which encompasses the individuals and organizations offering technological resources and social assistance to those on the fringes of broadband adoption [38, 39]. Similarly, research findings revealed that implementing an inclusive curriculum and employing teaching methods accommodating various learning styles and demands will create a sense of belonging for marginalized students. Thus, to achieve inclusive innovation, higher institutions should implement focused outreach programs and support systems that actively involve students from underrepresented groups and facilitate their access to educational opportunities. The above findings resonate with the thoughts of [40, 41], who argued that awareness campaigns are crucial for narrowing the digital divide as they are pivotal in educating, organizing, and involving individuals, communities, and legislators in initiatives to tackle digital inequalities. These initiatives aim to educate individuals, especially those in marginalized or underserved groups, on the advantages of digital inclusion and how individuals can bridge the gap by providing guidance on locating cost-effective equipment, reasonable internet options, and training in digital skills [40, 41].

Furthermore, research findings indicated that providing cultural competence training to students and staff could assist the university community in comprehending and tackling the distinctive difficulties that marginalized communities encounter in the realm of digital learning. This finding resonates with those of [42], who stated that the practice of considering the many needs and abilities of staff members in professional development design in digital technologies is analogous to the approach we take with students. This is because not all situations can be solved with a single solution, and a top-down delivery method is ineffective in creating staff development opportunities. As such, [43, 44] suggests that staff professional development in technology should progress from a routine, inadequately supported, technology-focused, and passive service approach to one that encourages ownership. The authors also proposed that adopting an alternative technique that promotes learning through active participation would be more beneficial than using a passive method. This approach would involve providing support and guidance for professional development to stimulate creative thinking and innovative ideas [38, 42, 43, 44]. Consequently, higher education institutions must actively encourage digital literacy training. This training should equip both staff and students with the necessary skills and knowledge to navigate the digital landscape in a secure and efficient manner. By doing so, higher education institutions can create a more fair and just environment. This is why [45, 46] stated that if a sufficient number of individual academics acquire effective digital literacy knowledge and practices, the problems of digital inequity that exist inside the structures of higher education institutions will ultimately be resolved at the highest level of the operational hierarchy. This is because academics can bring about change starting from their own professional practice with the assistance of a more grassroots-oriented approach to professional development [45, 46]. Thus, professional development is crucial in rebalancing the relationship between technological solutions and education to attain digital equity.

7. Educational inclusion in technological solutions in engendering inclusive innovations

Ensuring inclusion in technology solutions is vital for promoting inclusive innovations since it guarantees that all individuals have equal access and may benefit from these breakthroughs. Therefore, digital inclusion becomes essential to fostering inclusive innovation that benefits all individuals inside higher education institutions. In order to ascertain how technological solutions can be inclusive within the higher education institution space, participants were asked: “How can digital inclusion in technological solutions engender inclusive innovations in higher education institutions?”. Research findings revealed that by prioritizing affordability, accessibility, and relevance in designing and implementing technological solutions, higher education institutions can promote digital inclusion in technological solutions that foster inclusive innovations. For instance, a participant stated:

Similarly, another participant added:

Research findings also indicated that participants believed higher education institutions could promote digital inclusion by prioritizing enhanced infrastructural access, awareness, and sensitization. For example, a participant stated:

In addition, another participant added:

Furthermore, research findings indicate that universities are vital in promoting digital inclusion for inclusive innovation by fostering diversity in technology sectors and actively involving various groups. A participant iterates:

Similarly, another participant added:

Consistent with the aforementioned, research findings also demonstrated that fostering digital inclusion in technology solutions necessitates dedication to comprehending and resolving various students’ distinct requirements and obstacles. Thus, participants also added that:

Similarly, a head of the department in another institution stated:

Research findings indicate that higher education institutions have the ability to advance digital inclusion through the implementation of technical solutions that encourage inclusive innovations by establishing mentorship initiatives that link students with industry experts from various backgrounds, provide scholarships to assist students, advocating for policies that ensure fair access to technology and digital education, and collaborating with student governments and organizations. These findings resonate with [21], which asserts that recognizing the significance of technological solutions in education as a crucial component of a nation’s strategy to equip students with the skills needed in the twenty-first century is essential. Thus, as information and communication tools continue to advance in their interactive capabilities, governments and other relevant organizations can build capacities by engaging in discourse and establishing partnerships across the government, education, and corporate sectors [21, 24] in reducing obstacles to acquiring technological solution tools for improved accessibility. Similarly, findings revealed that implementing policies that offer financial assistance for technology procurement, facilitate widespread availability of high-speed internet, and endorse educational initiatives to enhance digital skills guarantees comprehensive and lasting transformation. Therefore, enforcing accessibility regulations and providing financial resources for inclusive technological solutions fosters a conducive atmosphere for achieving digital inclusion. These findings are similar to those of [40, 47], who argued that in order to promote human development and inclusive innovations, policies should give priority to the implementation of information and communication technology (ICT), be in line with the demands of the community, and strongly focus on enhancing people’s abilities, creating content, and acquiring knowledge. This is because without targeted policies addressing technological access, achieving inclusive innovations would remain an elusive objective, and the current gap will persistently expand in higher education institutions.

8. Conclusion

This chapter explored the vital role of digital equity and inclusion in promoting inclusive innovations inside higher education institutions. Research findings emphasize the urgent requirement for inclusive and equal access to digital technology and inclusive strategies to empower every student, regardless of background or circumstances. The study demonstrated that digital equity and inclusion are crucial for revolutionizing educational experiences by ensuring equal opportunities, empowering underrepresented communities, fostering digital citizenship, closing the gap in access to technology, training professors and staff, and offering fair learning experiences. Furthermore, research findings revealed that promoting digital inclusion in higher education institutions can be achieved by prioritizing cost, accessibility, and relevance when building and implementing technological solutions. Based on the research findings, the chapter concludes that digital equity and inclusion can inspire inclusive innovations that cultivate various viewpoints, encourage personalized learning, and support lifelong employability. Therefore, adopting digital equity and inclusion principles within higher education institutions can establish empowering learning environments that enable all students to succeed, foster a diverse and fair campus culture, and equip students for the demands and possibilities of the twenty-first-century workforce.