PENDIDIKAN EKONOMI INKLUSIF DI ERA DIGITAL: STRATEGI MENGATASI KESENJANGAN DIGITAL UNTUK GENERASI BERDAYA SAING GLOBAL
Abstract
Digitalization offers significant opportunities for economic learning through access to online
learning materials, business simulations, and the utilization of financial technology (fintech)
and e-commerce platforms. However, the digital divide remains a major challenge, particularly
in rural and remote areas. This study employs a qualitative descriptive approach using a
literature review method. The findings indicate that although digital infrastructure reaches
approximately 95% of schools, limited broadband access, the high cost of digital devices and
internet data packages, and low levels of digital literacy among teachers and students continue
to widen the digital gap. The study also reveals a significant positive correlation between
internet utilization and academic achievement. To address these challenges, an inclusive
economic education strategy should encompass six key measures: expanding digital
infrastructure, providing affordable digital devices, strengthening digital literacy, utilizing
inclusive learning platforms, updating digital economics curricula, and fostering collaboration
with businesses and local communities. The consistent implementation of these strategies is
expected to transform the digital divide into an opportunity while enhancing national
competitiveness. Furthermore, inclusive economic education can help young people become
more adaptable, digitally competent, and globally competitive. Therefore, continuous efforts to
improve access to and the quality of economic education in the digital era are essential. These
strategies can contribute to reducing the digital divide and improving students’ academic
performance. With proper implementation, the challenges posed by digital inequality can be
addressed, enabling future generations to thrive and compete effectively in the digital age
Keywords: Economic Education, Digital Era, Digital Divide, Educational Inclusion.
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