Technological Justice in Education: Challenges and Opportunities With Primary Teachers in Riyadh, Saudi Arabia

Abstract Justice, particularly in the area of education and the principle of equal educational opportunities, reflects the values of social justice and equality. The study, which adopted a quantitative cross-sectional descriptive design, aimed to explore the opportunities and difficulties associated with attaining technological justice in education and it concentrates on the degree of access to technology in schools, the digital proficiency of teachers in utilizing technology in the classroom, and the effect of technology on students' equal access to education. employed. The participants were composed of, randomly selected 402 primary school teachers. Data were collected using an online questionnaire and were analysed via descriptive statistics, Pearson correlation coefficients, and internal consistency reliability testing using Cronbach's alpha. The results revealed that in Riyadh's primary schools, the level of technological resource availability was largely average. When it came to using technology in the classroom, primary school teachers were highly proficient. According to primary school teachers, equal educational opportunities for all students in primary schools are greatly impacted by the use of technology. The low average accessibility of digital resources for all students highlights a potential gap in meeting their diverse needs, calling for a review of current policies and practices to ensure true inclusiveness in the use of educational technology. The degree of availability, teacher competence, and technological justice was average, which means that there is a need for improvement, especially in relation to investing in technological infrastructure and training primary school teachers in Riyadh to equip them with advanced technological skills. Keywords: Technological justice, teacher competence, technological resources, Primary school teachers