A COMPARATIVE GLOBAL STUDY OF BOARD OF EDUCATION POLICY RESPONSES TO DIGITAL TEXTBOOK IMPLEMENTATION AND CURRICULAR EQUITY

Abstract

The global shift to digital textbooks is done in an attempt to digitize education, but tends to enhance inequality in the education system, i.e., disparities in access and skewed content coverage in education among socioeconomic and cultural backgrounds. The main issue that is addressed in this study is as follows: disjointed responses of the board of education policy do not allow for integrating equity in the systematic implementation of digital textbooks and leave vulnerable students alone. A new comparative
model to measure the world policies, and it revolves around design, implementation, and results, is suggested. With the help of a qualitative multiple-case study design, we will examine six purposely chosen nations USA, Finland, India, Brazil, Kenya and Singapore, representing different economic, infrastructural, and governance environments. There is a rigorous cross-case synthesis made possible by the data of 36 policy documents, 24 semi-structured interviews with policymakers, and board minutes. Equity is assessed through standard indicators: rates of digital access, content diversity audits, and provision of teacher training. Significant results point to divergent patterns. Board audit systems (e.g., USA, Finland) focus on proactive content audits and proactive procurement, with results of 80- 90% equity, whereas low/middle-income boards (e.g., India, Kenya) focus
on subsidized devices but ignore cultural biases, with results of 40-60 %. The important contributors are governance centralization and investment in infrastructure, which explain 70 % of the variance. Some of the challenges are shortages in funding and a lack of accountability. Finally, the boards need to embrace single equity toolkits; compulsory audits, stakeholder consultations, and tracking progress as a unifying digital innovation with inclusivity. This promotes the policy, practice, and supports the importance
of context-optimizing frameworks when diffusing edtech globally.