Abstract
This study examines the impact of digital inequality on students’ readiness for university learning in Kazakhstan, focusing on ICT access, school-based digital preparation, and English language proficiency. A mixed-methods approach combining surveys, classroom observations, and semi-structured interviews was employed with first- and second-year students from urban and rural backgrounds. The findings demonstrate that digital inequality extends beyond unequal access to technology and is shaped by disparities in digital skills, educational preparation, and language readiness. Rural students reported lower levels of ICT access, school-based preparation, and readiness for digitally mediated learning environments. The study introduces the concept of double digital inequality, showing that limited English proficiency further restricts students’ access to authentic academic materials and international digital resources. At the same time, rural students demonstrated adaptive strategies, particularly collaborative learning and peer support, which partially compensated for existing disadvantages. The findings highlight the need for sustainable approaches to reducing digital inequality through technological, pedagogical, and linguistic support in education.