ISSN: 2226-6348
Open access
Technology is important in higher education, it facilitates skill development, virtual collaboration, and resource access. The digital divide is still a significant obstacle, though, especially for low-income students who frequently face challenges with antiquated technology. The purpose of this study is to examine the technological challenges among college students from various socioeconomic backgrounds and to find out how the problems affect academic performance from the viewpoints of students, parents, educators, and administrators. This study applied a qualitative case study design. Eighteen participants from a range of socioeconomic backgrounds participated in semi-structured interviews at Shandong University. This comprised six parents from the same income brackets and six students, two from each of the low, middle, and high-income groups. Three educators and three school officials also took part, offering expert perspectives on how student learning is affected by access to technology. Three main themes emerged from the interview analysis. First, common technology problems faced by university students. Second, unequal access to technology based on financial background. Third, strategies students use to overcome technology challenges. According to the findings, in order to guarantee equal access and opportunity for all students, universities must improve their digital infrastructure, offer financial and technical assistance, and encourage digital literacy. This study demonstrates how low-income university students' academic performance is still hampered by the digital divide. Despite coping mechanisms, low-income students encounter significant technological obstacles that hinder their ability to succeed academically. It is crucial that everyone has equal access to technology. In order to establish an inclusive learning environment, universities must address digital inequality through device loans, internet assistance, free software, and digital literacy initiatives.
Arslan, H. (2022). Member checking in qualitative research: Enhancing trustworthiness. Journal of Educational Research and Practice, 12(1), 34–45.
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101.
Burnard, P. (2023). Ensuring rigor and reliability in qualitative research. Nurse Researcher, 30(4), 15–21.
Chang Su, H. (2024). Inclusive pedagogy and digital equity in Chinese universities. Asian Journal of Education and e-Learning, 12(2), 110–122.
Chowdhury, M. M. H., & Shil, N. C. (2021). Structured analysis techniques in qualitative research. American Journal of Qualitative Research, 5(2), 190–210.
Creswell, J. W. (2018). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (6th ed.). Pearson.
Creswell, J. W., & Creswell, J. D. (2018). Research design: Qualitative, quantitative, and mixed methods approaches (5th ed.). SAGE Publications.
Creswell, J. W., & Poth, C. N. (2018). Qualitative inquiry and research design: Choosing among five approaches (4th ed.). SAGE Publications.
Daruhadi, D., & Sopiati, A. (2024). Triangulation in qualitative educational research. International Journal of Social Service and Research, 4(2), 11–18.
Gui, P. P., Alam, G. M., & Hassan, A. B. (2023). Does the concept of residential college offset the effects of socioeconomic status on university students' academic performance? Journal of Applied Research in Higher Education, 15(3), 456–472.
Haute, H. (2021). Sampling strategies in educational research: A qualitative perspective. International Journal of Education and Literacy Studies, 9(4), 50–58.
Malik, S. I., Ali, A., & Khan, R. (2022). Manual coding and NVivo-assisted analysis in qualitative studies. International Journal of Qualitative Methods, 21, 1–15.
Manar, O., & Ouhammou, S. (2024). The impact of technology integration in teaching on student performance in China. International Journal of Research and Innovation in Social Science, 8(11), 3243–3252.
Nha, V. T. T. (2021). Understanding validity and reliability from qualitative and quantitative research traditions. VNU Journal of Foreign Studies, 37(3), 1–15.
Rademaker, L. L., & Polush, E. Y. (2022). Credibility in qualitative analysis through triangulation. In Evaluation and Action Research (pp. 94–118). Oxford University Press.
Sun, J., & Abidin, N. H. Z. (2024). Impact of productive pedagogy approaches on academic performance in Shanghai, China: Moderating effect of socioeconomic status. Education Reform and Development, 6(8), 223–237.
Tian, Q., Mustapha, S., & Min, J. (2024). The mediation effect of academic self-efficacy on academic procrastination, performance, and satisfaction of Chinese local technology university undergraduates. Psychology Research and Behavior Management, 17, 3779–3798.
Xie, A., Kuang, H., & Hong, Y. (2023). Favouring middle- and upper-class students? The structure and process of attending China’s selective universities. Central European Journal of Educational Research, 5(1), 1–16.
Yin, R. K. (2018). Case study research and applications: Design and methods (6th ed.). SAGE Publications.
Yu, M. (2024). The relation between family socioeconomic status and academic performance in Chinese adolescents. Transactions on Social Science, Education and Humanities Research, 5(1), 100–112.
Zhao, D., Liu, S., & Li, Q. (2022). Effects of socioeconomic status and its components on academic achievement: Evidence from Beijing-Shanghai-Jiangsu-Zhejiang (China). Asia Pacific Journal of Education, 43(5), 968–983.
Zhou, Y. (2025). Exploring the impact of virtual learning environments on social interaction and academic performance in China. Uniglobal Journal of Social Sciences and Humanities, 4(1), 15–28.
Renguang, Z. (2025). Challenges in Utilizing Technology to Enhance Academic Performance among University Students from Diverse Socioeconomic Backgrounds. International Journal of Academic Research in Progressive Education and Development, 14(2), 1644–1663.
Copyright: © 2025 The Author(s)
Published by HRMARS (www.hrmars.com)
This article is published under the Creative Commons Attribution (CC BY 4.0) license. Anyone may reproduce, distribute, translate and create derivative works of this article (for both commercial and non-commercial purposes), subject to full attribution to the original publication and authors. The full terms of this license may be seen at: http://creativecommons.org/licences/by/4.0/legalcode