The rapid expansion of asynchronous online learning in Library and Information Science (LIS) education, accelerated by the COVID-19 pandemic, has intensified concerns regarding the digital divide. This commentary aims to identify the specific challenges the digital divide poses for students in asynchronous LIS programs, an area that remains underexplored in existing literature. Through a focused qualitative literature review of scholarly works published between 2023 and 2024, this study systematically analyzed themes related to technology access, digital literacy, and socio-economic barriers. Key findings reveal that limited internet connectivity, outdated technology, and inadequate digital skills significantly hinder student engagement by restricting access to course materials and impeding meaningful asynchronous communication and collaboration. These barriers disproportionately affect disadvantaged students, exacerbating educational inequalities. The implications stress that LIS educators must adopt inclusive pedagogical strategies, such as multi-format content and digital tool training, to mitigate these disparities. The study concludes by calling for further large-scale research to quantify these challenges and develop targeted interventions, ensuring equitable educational outcomes in digitally-transformed LIS education.
Akinade Adebowale Adewojo (Fri,) studied this question.