The integration of digital technologies in the global educational space has sparked a fundamental transformation, a process accelerated in Georgia by the COVID-19 pandemic. While technological progress is evident, this study identifies a critical "digital divide" that persists despite high rates of general internet access. Based on a mixed-methodological approach - including normative act analysis, secondary data evaluation (Geostat, UNICEF, UNESCO), and qualitative systemic assessment- the paper analyzes the current state of digital education in Georgia's public schools. The findings reveal that digital inequality in Georgia has evolved into a multidimensional phenomenon, encompassing infrastructure quality, regional imbalances, and a "second-level digital divide" related to the quality of technology use. A significant legal vacuum is identified: current legislation, including the Law on General Education and the Law on Personal Data Protection, lacks specific regulations for digital learning environments and the certification of educational platforms. Furthermore, the study highlights a critical deficit in the digital competencies of educators, which hinders the safe management of virtual classrooms. The research concludes that technical equipment alone is insufficient for educational equity. It emphasizes the urgent need for a policy-based digital citizenship education framework and a modernized legal structure aligned with international standards (Council of Europe, 2019). The study provides strategic recommendations for policymakers to harmonize national legislation, bridge regional infrastructure gaps, and integrate "digital hygiene" into the national curriculum to ensure the psychological well-being and security of students in the digital age.
Kukhianidze et al. (Mon,) studied this question.