Digital Inequality, Educational Opportunities, and Social Mobility Among University Students: A Sociological Perspective

Abstract

This mixed-methods study examined the sociological relationship between digital inequality, educational opportunities, and perceived social mobility among university students in Punjab and Sindh, Pakistan. The study employed an explanatory sequential mixed-methods design, with quantitative data collected through an adopted structured questionnaire and qualitative data obtained through open-ended responses. A total of 420 university students participated in the study, including 400 respondents in the quantitative phase and 20 participants in the qualitative phase. Quantitative data were collected through Google Forms and analyzed using frequencies, percentages, descriptive statistics, Pearson correlation, simple linear regression, and multiple linear regression, while qualitative responses were examined through thematic analysis. The findings showed a significant negative relationship between digital inequality and educational opportunities (r = −.542, p < .001). Digital inequality also significantly and negatively predicted perceived social mobility (β = −.424, p < .001), whereas educational opportunities significantly and positively predicted perceived social mobility (β = .531, p < .001). Furthermore, digital inequality and educational opportunities jointly explained 36.5% of the variance in perceived social mobility. The qualitative findings identified four major themes: digital access inequality, digital skills and technology use, educational opportunities, and educational and career development. Participants reported that unequal access to devices, Internet connectivity, digital competencies, academic resources, institutional support, and professional opportunities influenced their educational participation and future career prospects. The study concludes that digital inequality represents an important contemporary dimension of educational and social inequality and may constrain students’ educational opportunities and perceived prospects for socioeconomic advancement. The findings highlight the need for equitable digital infrastructure, affordable connectivity, digital-skills development, institutional support, and inclusive educational policies within Pakistani higher education.