Digital inequality and the use of technology-based strategies by caregivers in early childhood education in Uganda’s urban informal settlements

This study examines the influence of digital inequality on the adoption of technology-based learning strategies by caregivers in early childhood education (ECE) within Uganda’s urban informal settlements, with a particular focus on Makindye Division, Kampala. While digital tools are increasingly recognized for enhancing early learning outcomes globally, their integration into low-resource ECE settings remains limited due to disparities in access, affordability, and digital competence. Rooted in Caregiver Identity Theory, the study explores how caregiver role mastery, self-efficacy, and environmental constraints shape the uptake and use of digital strategies in early learning contexts. Employing a quantitative correlational research design, data were collected from 70 caregivers using a structured questionnaire and analyzed using Pearson Product-Moment Correlation Coefficients. Findings reveal a statistically significant but modest positive correlation between technology-based strategies and learner performance (r = 0.329, p = 0.005), as well as a stronger correlation between digital access and technology use (r = 0.412, p = 0.001). These results confirm that while digital tools offer potential benefits for early learning, their effective use is constrained by limited infrastructure, high data costs, and caregiver digital illiteracy. The study concludes that addressing digital inequality is essential for advancing equitable ECE in Uganda and recommends increased investment in caregiver digital training, subsidized infrastructure, inclusive policy integration, and targeted community awareness initiatives to support the effective use of educational technology in underserved urban settings.