Optimizing Educational Technology for Inclusive and Quality Learning Through PLS-SEM Analysis

The pursuit of inclusive and high-quality education remains a global priority, particularly in developing countries facing persistent challenges in accessibility and equity. This study investigates the role of educational technologies in advancing Sustainable Development Goal 4 (SDGs 4), with a focus on improving learning outcomes and inclusion. Specifically, the research examines the influence of technology accessibility, platform quality, and content relevance on education quality and inclusiveness. To assess these relationships, Partial Least Squares Structural Equation Modeling (PLS-SEM) was applied to data obtained from a broad sample of learners and educators. The analysis reveals that all three variables significantly affect education quality and inclusiveness, with R<sup xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">2</sup> values of 0.76 and 0.69, respectively. These results underscore the potential of integrating advanced digital tools such as e-learning platforms, augmented reality (AR), and artificial intelligence (AI) to bridge educational gaps and enhance the learning experience. The findings suggest that targeted investment in accessible, high-quality technologies can contribute meaningfully to educational equity and effectiveness. This study provides empirical support for policy reforms that prioritize inclusive digital education strategies, particularly in under-resourced contexts, and highlights the importance of aligning technological innovation with pedagogical goals to achieve sustainable educational development.