Citation :

Nainika Meganathan, Anees Fathima, Anbukarasi, 2026. "Investigating the Intersection of Educational Technology, Cognitive Science, and Public Policy in Reducing or Reinforcing Learning Gaps ." International Journal of Community Empowerment & Society Administration [IJCESA]  Volume 3, Issue 2: 1-13.

Abstract :

Educational inequality is one of the biggest challenges that modern education systems around the globe face. Gaps in learning—differentiations in educational performance and learning level accrued by students from varying socioeconomic, cultural, and geographical backgrounds—have not diminished with technological advancements and education reform. Over the past few years, there have been three important realms influencing how learning gaps are addressed (or unfortunately preserved): educational technology, cognitive science research and public policy initiatives. This illustrates the need for knowledge of the intersections between these sectors in order to form effective approaches to engendering fair education. Digital change has been the catalyst for significant transformation of individual and collective learning practices in education through educational technology, including digital learning platforms, AI design–based tutoring systems, learning analytics and online collaboration tools. These technologies allow personalised learning experiences, instant feedback and accessibility of educational resources to a wider population. On the other hand, differences in access to digital infrastructure, technological literacy and socioeconomic resources may exacerbate existing inequalities in learning, leading to what is called a digital divide.

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Keywords :

Educational Technology, Cognitive Science, Public Policy, Learning Gaps, Digital Divide, Personalized Learning, Educational Equity, Learning Analytics.