Digital Communication Strategies for SDG 4: Quality Education in Remote Regions Evaluating the role of technology in inclusive learning

Abstract

In the endeavouring of the Sustainable Development Goal 4 (SDG 4), inclusive and equitable quality education to all is accentuated. Nonetheless, meeting this goal is difficult in isolated and underserved areas where geographical, socio-economic and infrastructure challenges constrain access to education. The goal of the paper is to understand how digital communication strategies may contribute to the promotion of high-quality education that is based on technology-affiliated platforms, including mobile applications, cloud-based learning systems, low-bandwidth communication tools, and AI-facilitated adaptive learning. A literature lead mixed-method review of the current studies and implementation models signals the effect of radio-based distance education, satellite-based virtual classrooms, and community-based digital access centers. It is reasonable to conclude that with distant learning, the digital communications gap can fill the gap in education, but there are hindrances to its effectiveness, including insufficient digital infrastructure, limited training of teachers, affording education devices, and socializing the use/acceptance of devices. Practical implications are that hybrid forms of learning should be offered, there should be policy-related investments in ICT infrastructure, and there should be participatory models of the local communities. The threat of this research is secondary data sources and the dependence on the region of the study as to whether it was picked up in full or not, whereas future studies might consider field-based pilot programs, contribution of emerging technologies like 5G and AI tutors, and scalable models of sustainable digital learning environments in rural settings.