Impact of digitalized-education upon sustainable education and practice: A systematic review and meta-analysis of literature based on pre-intra-and-post pandemic and rural education development

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• Systematic and meta-analysis of literature on use of digital technology in education pre, intra, & post- Covid-19 pandemic. • Identifies key factors to why digitalized-education may or may not be effectively implemented in the rural education context. • Opportunities, issues, and challenges with quality of education is discussed in alignment with global sustainable development goals. • Demonstrates the capability of data-structure approach such as Text mining in conducting educational research/meta-analysis. • Empirically sheds light on implications of digitized-education toward modern-day education or post-pandemic education. This study identifies the pedagogical impact and opportunities to the use of digital technologies in education. It applies the PRISMA methodology to explore the available literatures to identify potential barriers, challenges, and opportunities to the use and adoption of the digitalized-education by taking into account the pre-, intra-, and post-pandemic era and rural education. By covering a seven-years period between 2017 and 2023, the study investigated the modest contributions and pedagogical impact of the selected studies (n=324). The data analysis includes trend examination, geographical and contextual diversity of the dataset, and thematic synthesis of the digital technologies’ benefits, challenges, and implementation in context of COVID-19 and rural education. This was done using methods such as concept mapping and text mining by leveraging data visualization and analytics tools like VOSviewer, Tableau, and R Statistics software. The study identified the “digital divide” attributed to lack or limited access to digital (learning) technologies, and online educational platforms/resources as the main challenge to effective adoption of the digitalized-education, and attainment of quality of education and its delivery by the educators, particularly in the remote regions. The study empirically shed light on the theoretical and practical implications of the main findings and result upon a scalable and sustainable education and practices, particularly in line the UN’s sustainable development goals (SDGs) that are directly related the quality of education and reduced inequalities across the educational communities and/or a development-oriented educational society.