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This paper presents an application of a framework for educational social justice-oriented digital transformation, providing an analytical examination of four case studies of community-led design and implementation of digital technology with marginalized populations. The framework is rooted in a vision of social justice and reflects the principles of equity, inclusivity, participation and empowerment and ethical responsibility for marginalized populations. Through its five pillars - accessibility and infrastructure, inclusive pedagogy and curriculum, capacity building, ethical governance, and monitoring and evaluation – it is possible to see how the framework applies to the four cases. From this analysis, the framework is relevant in both analyzing previously implemented experiences of digital transformation and guiding new initiatives undertaken in practice through an educational social justice perspective.
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Passey et al. (2026) studied this question.
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