Saved in:
| Main Author: | |
|---|---|
| Format: | Recurso digital |
| Language: | |
| Published: |
Zenodo
2026
|
| Online Access: | https://doi.org/10.5281/zenodo.19703166 |
| Tags: |
Add Tag
No Tags, Be the first to tag this record!
|
| _version_ | 1866901947557085184 |
|---|---|
| author | Lee Bih Ni |
| author_facet | Lee Bih Ni |
| contents | <p><span>This study examines digital innovation and educational equity in history education in Sabah, focusing on rural–urban disparities and the integration of artificial intelligence (AI) in teaching and learning. Drawing on recent research, it explores how unequal access to digital infrastructure, teaching resources, and technological competencies continues to shape divergent learning experiences between rural and urban students. The study highlights the transformative potential of AI-driven tools and digital pedagogies in fostering historical thinking, improving engagement, and reducing educational inequality when implemented inclusively. Using a synthesis of credible online academic sources, the research identifies key challenges such as infrastructural limitations, teacher readiness, and socio-economic constraints, while also presenting innovative strategies including community-based learning, culturally responsive content, and adaptive technologies. The findings suggest that digital innovation, when aligned with local contexts and supported by equitable policies, can significantly enhance history education and contribute to more inclusive educational outcomes in Sabah.</span></p> |
| format | Recurso digital |
| id | zenodo_https___doi_org_10_5281_zenodo_19703166 |
| institution | Zenodo |
| language | |
| publishDate | 2026 |
| publisher | Zenodo |
| record_format | zenodo |
| spellingShingle | Digital Innovation and Educational Equity in History Education: A Study of Rural–Urban Disparities and AI Integration in Sabah Lee Bih Ni <p><span>This study examines digital innovation and educational equity in history education in Sabah, focusing on rural–urban disparities and the integration of artificial intelligence (AI) in teaching and learning. Drawing on recent research, it explores how unequal access to digital infrastructure, teaching resources, and technological competencies continues to shape divergent learning experiences between rural and urban students. The study highlights the transformative potential of AI-driven tools and digital pedagogies in fostering historical thinking, improving engagement, and reducing educational inequality when implemented inclusively. Using a synthesis of credible online academic sources, the research identifies key challenges such as infrastructural limitations, teacher readiness, and socio-economic constraints, while also presenting innovative strategies including community-based learning, culturally responsive content, and adaptive technologies. The findings suggest that digital innovation, when aligned with local contexts and supported by equitable policies, can significantly enhance history education and contribute to more inclusive educational outcomes in Sabah.</span></p> |
| title | Digital Innovation and Educational Equity in History Education: A Study of Rural–Urban Disparities and AI Integration in Sabah |
| url | https://doi.org/10.5281/zenodo.19703166 |