BRIDGING EDUCATIONAL INEQUALITY THROUGH TECHNOLOGY: THE ROLE OF DIGITAL LEARNING IN SUPPORTING LEFT-BEHIND CHILDREN IN UZBEKISTAN

This examines how digital learning technologies impact the education of left-behind children (LBC) in Uzbekistan, affected by parental labor migration. Using Digital Divide Theory and Ecological Systems Theory, the study explores access, usage, and effectiveness of digital tools like Maktab.uz across different regions. Findings reveal significant disparities in digital access, caregiver support, and learning outcomes. While digital platforms offer flexibility, challenges such as infrastructure gaps, low digital literacy, and lack of emotional support limit their effectiveness. The study calls for targeted strategies to make digital education more inclusive for LBC.