Impact of digital equity on techno-literacy among marginalized students for inclusivity and sustainable futures: contextual insight from Pakistan

Purpose This study explores the influence of digital equity on techno-literacy among marginalized students within the Society 5.0 context. The study examined how far digital equity influences techno-literacy and, as a result, students are well prepared as influential digital citizens in the twenty-first century. Design/methodology/approach In this study, mixed-method research approach was used and a sequential explanatory research design was adopted. Data was collected from public sector universities of Sindh, Pakistan. The quantitative data was collected from 384 students through survey tool and analyzed using SPSS 27.0. Whereas, 08 respondents were purposively selected for semi-structured interviews, and a thematic analysis approach was used for data analysis. Findings The findings suggest a strong positive relationship between digital equity and techno-literacy in marginalized students. Fair access to digital tools improves academic performance and fosters engagement with technology. However, obstacles like financial constraints and inadequate infrastructure continue to create challenges in acquiring comprehensive digital inclusion. Addressing such issues is critical in promoting inclusive education in a digital society 5.0. Practical implications It gives insights to educational policymakers worldwide and institutions for developing digital equity. Thus, it underscores the need for comprehensive support structures and resource allocation to fight the enormous challenges brought about by poor educational disparities already compounded by digital inequities. Originality/value contributes to the scant empirical research focused on the techno-literacy capabilities of bachelor students in marginalized communities to enable an empirical basis of knowing the impact of digital equity on techno-literacy of marginalized students of Society 5.0.