The rapid expansion of technology-enhanced learning has transformed educational opportunities for K–12 students worldwide. Yet, this transformation has also intensified the digital divide, exposing inequities in access, skills, and inclusion. This paper investigates the barriers and enablers of equitable access to technology-enhanced learning, focusing on K–12 students from diverse socioeconomic, geographic, and cultural contexts. Drawing on a systematic review of scholarly literature published between 2015 and 2025, the study identifies three key dimensions of the digital divide in education: infrastructural access to devices and connectivity, digital literacy and teacher preparedness, and inclusive practices for marginalized and underserved populations.