Abstract

The rapid expansion of virtual education has transformed the landscape of learning offering unprecedented accessibility flexibility and innovative teaching methods. However this shift has also intensified pre-existing social inequalities widening the educational divide between privileged and underprivileged communities. This research explores how digital classrooms have reshaped educational access and learning outcomes particularly in economically and socially marginalized populations. Utilizing a multidisciplinary approach that incorporates perspectives from education policy sociology and digital technology the study investigates key issues such as the digital divide disparities in internet access variations in digital literacy and socioeconomic factors affecting virtual education. The findings reveal that while online learning platforms have expanded opportunities for many students they also present challenges related to affordability technological infrastructure and the ability to f