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Toward conceptual clarity for digital cultural and social capital in student learning: Insights from a systematic literature review

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  • Shihui Feng

    (University of Hong Kong
    University of Hong Kong)

  • Cheng Yong Tan

    (University of Hong Kong)

Abstract

This systematic review examined the association between students’ digital cultural and social capital and their learning outcomes, focusing on the characteristics, related factors, and impact of their digital cultural and social capital. Through a literature search process using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses, 21 studies were identified for inclusion in the review. We found that digital cultural and social capital provides a useful theoretical basis for understanding the underlying effects of the digital divide on student development. Results of the review allow us to propose operational definitions of digital cultural and social capital, as well as refine our conceptualization of these forms of capital, including their roles in the reproduction of educational inequalities. Lastly, strategies that could be implemented by schools, parents, and other stakeholders in educational systems to bolster students’ digital cultural and social capital are suggested.

Suggested Citation

  • Shihui Feng & Cheng Yong Tan, 2024. "Toward conceptual clarity for digital cultural and social capital in student learning: Insights from a systematic literature review," Palgrave Communications, Palgrave Macmillan, vol. 11(1), pages 1-15, December.
    • Handle: RePEc:pal:palcom:v:11:y:2024:i:1:d:10.1057_s41599-023-02519-8
    DOI: 10.1057/s41599-023-02519-8
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    References listed on IDEAS

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    1. David Moher & Alessandro Liberati & Jennifer Tetzlaff & Douglas G Altman & The PRISMA Group, 2009. "Preferred Reporting Items for Systematic Reviews and Meta-Analyses: The PRISMA Statement," PLOS Medicine, Public Library of Science, vol. 6(7), pages 1-6, July.
    2. Courtenay Harris & Leon Straker & Clare Pollock, 2017. "A socioeconomic related 'digital divide' exists in how, not if, young people use computers," PLOS ONE, Public Library of Science, vol. 12(3), pages 1-13, March.
    3. Jessica Rizk & Scott Davies, 2021. "Can Digital Technology Bridge the Classroom Engagement Gap? Findings from a Qualitative Study of K-8 Classrooms in 10 Ontario School Boards," Social Sciences, MDPI, vol. 10(1), pages 1-17, January.
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