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The digital transformation of higher education, accelerated by the pandemic and technological progress, has exacerbated the problem of educational equity: the external accessibility of online courses and digital resources hides deep inequalities in their use. Students from small towns and rural areas, representatives of socially vulnerable groups, students with disabilities or from low—income families often face digital scarcity - the lack of reliable Internet, a modern device, a quiet place to study or basic digital literacy. As a result, formally "equal" conditions turn into new barriers that increase social stratification. The article analyzes the manifestations of digital inequality in Russian universities, its impact on academic results and the psychoemotional state of students, and also discusses strategies for ensuring genuine educational justice: from technical support (hybrid by default, asynchronous formats, reduced cognitive load). It is emphasized that digital justice is not just about access to technology, but about the right to equal educational experiences, regardless of socioeconomic and geographical background.
educational justice, digital inequality, digital deficit, inclusive higher education, online learning, digital literacy, socially vulnerable students, hybrid learning, pedagogical design, university policy
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