Technology access and digital socioeconomic status as factors of performance in PISA assessments
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The expansion of digital technologies has increased interest in understanding how technology access and digital socioeconomic status influence students’ academic performance. This study analyzed the scientific literature addressing these factors and their relationship with learning outcomes in international educational assessments. A systematic literature review was conducted following international reporting guidelines and complemented with bibliometric analysis. The search was carried out in five academic databases and identified 613 records. After applying inclusion and exclusion criteria, 25 studies were selected for qualitative synthesis. The findings revealed that technology-related variables were present in 72.0% of the reviewed studies, whereas socioeconomic conditions appeared in 76.0%. Digital divide issues were examined in 68.0% of the publications, highlighting their relevance within current educational research. The evidence indicates that access to digital resources contributes positively to academic achievement when accompanied by adequate digital literacy and favorable socioeconomic conditions. The reviewed studies consistently show that educational inequalities are shaped by the interaction of technological, family, and school-related factors. Bibliometric results identified strong thematic connections among digital access, socioeconomic status, educational inequality, and academic achievement. The review concludes that student performance depends on multidimensional relationships that extend beyond the mere availability of technological infrastructure. These findings support the need for integrated educational policies that address both digital opportunities and socioeconomic disparities to improve learning outcomes effectively.
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