From Access to Justice

Redefining the Digital Divide through Equitable AI Policy in International Higher Education

Abstract

The rapid integration of Generative Artificial Intelligence (GAI) into higher education has transformed teaching, learning, and institutional governance, while simultaneously exposing new forms of inequality beyond the traditional digital divide. This study examines how AI-driven educational systems reshape issues of access, equity, and epistemic justice, particularly for international and marginalised students. The objective of the study is to review recent empirical and theoretical evidence on the impact of Generative Artificial Intelligence in higher education, analyse the transition from digital to algorithmic and epistemic divides, and propose a justice-oriented policy framework for equitable AI governance. A systematic literature review was conducted following the PRISMA guidelines, covering peer-reviewed studies published between 2023 and 2026 from Scopus, Web of Science, and Google Scholar. After a rigorous screening process, 22 studies were selected for qualitative thematic synthesis. The findings reveal that AI-related inequalities are increasingly driven by algorithmic bias, linguistic and cultural exclusion, institutional policy gaps, and inadequate protection of student data and identity. The review further highlights the evolving role of educators and the need for transparent, inclusive, and participatory AI governance. The study concludes that equitable AI integration requires a shift from technology-centred adoption to justice-centred policy, emphasising epistemic diversity, algorithmic transparency, faculty empowerment.