From digital divide to peace education: Technology access and equity among heritage language learners in the U.S.

• In Event: Roundtable Session 9
  In Refereed Roundtable Session: Digital Learning, Global Competencies, and Equity: Innovations, Evidence, and Policy Perspectives

Proposal

In an increasingly divided world, educational inequities in digital access are not only questions of opportunity but also matters of social cohesion and peace. Heritage language learners (HLLs), children raised in households where a language other than English is spoken, constitute a growing yet underexamined population in the United States. This study situates digital disparities affecting HLLs within the broader discourse of peace education, arguing that unequal access to technology both reflects and reinforces social divisions, while equitable access can foster inclusion and intercultural understanding.
Using data from the Early Childhood Program Participation (ECPP) survey within the 2019 National Household Education Surveys Program (NHES), this study analyzed responses from 7,092 children aged 0–6, of whom 28.6% were identified as HLLs. Logistic regression and general linear modeling were employed to examine household access to digital resources—computers, tablets, cell phones, and internet connectivity—as well as the frequency of children’s online learning activities. Socioeconomic status, measured by parental education and household income, was considered as a key predictor alongside child age and sex.
Findings reveal a persistent paradox. While HLL children engaged more frequently in online learning at home compared to their non-HLL peers, their households reported significantly lower access to computers, tablets, and reliable internet. Importantly, socioeconomic resources alone did not close these gaps: even higher-income HLL families were less likely to report consistent mobile internet access than non-HLL households. These results suggest that structural barriers linked to language and immigrant background compound material inequalities, limiting equitable participation in digital learning environments.
Reframing these findings through peace education highlights the broader implications of digital divides. Technology inequities are not simply technical or economic issues but educational justice concerns that influence children’s ability to participate fully in society. Unequal access perpetuates exclusion, while equitable digital opportunities can enable dialogue, reduce marginalization, and nurture the foundations of peaceful coexistence in diverse communities.
At the same time, the findings point to the need for innovative approaches to address these inequities within the home, where many of the disparities originate. Artificial intelligence (AI) offers one such possibility. Because smartphones are the most common device in HLL households, AI-powered applications can deliver low-cost, multilingual, and age-appropriate learning resources that compensate for the absence of computers or reliable broadband. For parents with limited English proficiency, AI tools can provide translation, culturally responsive guidance, and practical strategies for supporting children’s early learning. By expanding families’ access to educational resources and enhancing their digital literacy, AI has the potential to reduce the divides observed in this study and to position the home as a site of inclusion, equity, and ultimately, peacebuilding.
By situating digital equity within the framework of peace education, this roundtable will invite dialogue on how structural reforms, family-centered initiatives, and emerging technologies such as AI can be mobilized to reduce inequities, empower marginalized households, and reimagine education as a catalyst for cohesion and peace in a divided world.

Author

• Yuxin Zhong, University of South Florida