A Systematic Literature Review for Investigating the Role of E-Learning Platforms Among Tribal Populations

The digital revolution in education provides new avenues for tackling educational inequalities, especially for disadvantaged groups like tribal and Indigenous peoples. This literature review discusses the role, impact, and challenges of implementing e-learning systems in tribal communities in different geographical locations. Based on the PRISMA protocol, the total number of records screened from the Scopus and Web of Science databases was 355, and 45 studies were included according to the inclusion criteria. The literature reviewed spans from 2008 to 2025 and covers studies from different continents, i.e., Asia, Africa, and Latin America. The review findings show a growing yet dispersed body of research that is mostly focused on local case studies rather than large-scale, scalable solutions. Although e-learning can contribute to increased accessibility and culturally responsive educational practices, its impact is often hindered by infrastructural weaknesses, the absence of culturally co-designed materials, and poor policy support. This review provides important lessons for policymakers, educators, and technology developers interested in creating inclusive, contextually appropriate, and sustainable e-learning solutions for tribal communities. Participatory research approaches, longitudinal research, and cross-cultural validations should be the focus of future research to improve understanding and facilitate equitable digital education.