Digital Infrastructure, Educational Information Systems, and Inequality in Primary Learning Outcomes: Evidence from Sierra Leone

Digital technologies are increasingly promoted as tools for improving educational quality, yet unequal infrastructure, limited connectivity, and inadequate teacher preparation may constrain their effective use in resource-constrained settings. This study examines digital infrastructure and educational information system (EIS) readiness in government and government-assisted primary schools in Sierra Leone, situating digital inequality within digital divide theory and the DeLone and McLean information systems success model. A cross-sectional quantitative survey was conducted in 320 primary schools across all 16 districts, involving 640 teachers and 1,280 pupils (1,920 respondents). Data were collected through structured face-to-face interviews and school-level observations of digital infrastructure. Descriptive analysis revealed substantial constraints on digital readiness: approximately 90% of surveyed schools lacked computer laboratories, only 4% had internet-connected computer laboratories, and 97% of teachers reportedly had not received educational technology training. Electricity availability also varied across the five regions, indicating an uneven distribution of an essential enabling resource. These findings suggest that digital inequality in Sierra Leone’s primary education system extends beyond physical access to encompass connectivity and teachers’ preparedness to integrate technology into instruction. The study highlights the need for coordinated investment in reliable electricity, functional computing facilities, appropriate internet connectivity, curriculum-aligned offline and online resources, and sustained teacher professional development. By integrating digital divide theory with an information systems success framework, the study provides a context-sensitive basis for investigating the relationships between digital infrastructure, EIS quality, meaningful technology use, and foundational learning.