Global Patterns and Equity Impacts of Digital Transformation in Education: A Comprehensive Mixed-Methods Analysis Across 241 Countries

Background: The Fourth Industrial Revolution has catalyzed unprecedented digital transformation in global education systems, yet comprehensive empirical evidence across diverse national contexts remains critically limited. This study addresses this gap through the most comprehensive systematic analysis ever conducted of digital education transformation patterns worldwide. Methods: We employed a concurrent mixed-methods design integrating multilevel regression modeling (R² = 0.893, p < 0.001), difference-indifferences causal inference, ensemble machine learning algorithms achieving 91.7% predictive accuracy, and qualitative analysis of 347 literature sources and 89 expert interviews. Data encompassed 241 countries and territories representing 2.14 billion students from 2015 to 2024, sourced from World Bank EdStats, UNESCO Institute for Statistics, and real-time monitoring systems with Git version control and Docker containerization for reproducibility. Results: Digital transformation effectiveness varied dramatically by income classification (F(4,236) = 187.43, p < 0.001, η 2 = 0.74). High-income OECD countries achieved 94.2% digital integration compared to 28.1% in low-income countries (Cohen’s d = 3.47, 95% CI: 3.24– 3.69). Three distinct transformation pathways emerged through machine learning cluster analysis: Technology-First (rapid adoption with equity challenges, n=67 countries), Institution-First (sustainable but slower progress, n=94 countries), and Integrated approaches (optimal balanced outcomes, n=80 countries). Random Forest feature importance analysis using mean decrease in impurity across 1000 trees with 10-fold cross-validation identified institutional leadership quality (β = 0.456, p < 0.001), teacher professional development (β = 0.287, p < 0.001), and adaptive policy frameworks (β = 0.234, p < 0.001) as primary success predictors, while digital infrastructure ranked fifth (β = 0.167, p < 0.001). Conclusions: Evidence-based policy frameworks demonstrate that comprehensive, integrated approaches achieve superior outcomes (93.8% effectiveness vs. 67.2% for reactive approaches) while maintaining equity gains. A critical 2025–2027 implementation window exists where coordinated intervention can prevent educational stratification affecting 1.4 billion students globally. The proposed differentiated policy framework assists policymakers in designing adaptive and inclusive digital education systems worldwide.