20.500.12556/DiRROS-23095 Digital equity and sustainability in higher education Digital equity, grounded in principles of equity and the ethics of care, is essential for ensuring quality higher education. It facilitates access, supports sustainability, and promotes inclusive education by addressing the technological dimensions of education. This study explores the relationship between digital equity and sustainability in higher education. A total of 167 students enrolled in initial teacher education programs at the University of Primorska, Faculty of Education, completed a questionnaire featuring the Digital Equity in Higher Education Scale and the Sustainability in Higher Education Scale. To achieve this study’s objectives, a principal factor analysis was conducted to validate the scales, and a multiple linear regression was employed to develop a predictive model. The findings revealed that digital equity in higher education comprises five dimensions as follows: (i) access to teachers who support the use of digital technology; (ii) access to digital technology and opportunities for its use; (iii) access to digital resources; (iv) access to culturally relevant software and applications; and (v) access to open-access resources. Sustainability in higher education encompasses two dimensions as follows: (i) collaborative problem solving and (ii) socioemotional aspects of sustainability. These dimensions interact in a complex manner. Key predictors of digital equity and sustainability included access to and use of digital technology, as well as collaborative problem solving. Importantly, this study highlighted the critical role of skilled teachers in facilitating the effective use of digital technology. digitalization equity sustainability student teachers higher education digitalizacija enakost trajnost študenti učitelji visokošolsko izobraževanje true false false Angleški jezik Slovenski jezik Neznano 2025-07-24 10:38:22 2025-07-24 10:38:22 2025-10-24 03:53:09 0000-00-00 00:00:00 2025 0 0 Nasl. z nasl. zaslona; Opis vira z dne 27. 2. 2025; Št. članka: 2011; 15 str. iss. 5, [article no.] 2011 Vol. 17 2025 0000-00-00 NiDoloceno NiDoloceno NiDoloceno 0000-00-00 0000-00-00 2025-01-01 378:004 2071-1050 10.3390/su17052011 227490051 https://www.mdpi.com/2071-1050/17/5/2011 1 8f543e15-6869-11f0-9bb7-001a4af901a5 https://dirros.openscience.si/Dokument.php?lang=slv&id=33851 RAZ_Drljic_Karmen_2025.pdf RAZ_Drljic_Karmen_2025.pdf 1 699D43550A6FF6F3B5FF994E5A8C92E3 09c80359b6824cfa144d66bc1e13464e2ac0387d76fa0e24e02b5a2ab768ade7 a2bb848a-6869-11f0-9bb7-001a4af901a5 https://dirros.openscience.si/Dokument.php?lang=slv&id=33852 Pedagoški inštitut 0 0 0