Background: In the modern era, technological justice is one of its fundamental aspects since it helps to ensure that everyone has an equal chance to obtain education and use technology in a fair and efficient way. Justice, particularly in the area of education and the principle of equal educational opportunities, reflects the values of social justice and equality. Goal: By conducting an applied study on primary school teachers in Riyadh, Saudi Arabia, this study seeks to explore the opportunities and difficulties associated with attaining technological justice in education. The study concentrated on the degree of access to technology in schools, the digital proficiency of teachers in utilizing technology in the classroom, and the effect of technology on students' equal access to education. Methodology: A quantitative cross-sectional descriptive design was employed. Using Krejcie and Morgan's sample size formula, 402 primary school teachers were systematically selected through stratified random sampling. Data were collected using a validated 21-item questionnaire administered electronically. Statistical analysis included descriptive statistics, Pearson correlation coefficients, and internal consistency reliability testing using Cronbach's alpha. To produce results in the form of means, standard deviations, frequencies, and percentages, descriptive analysis was performed. Findings: In Riyadh's primary schools, the level of technological resource availability was largely average. When it came to using technology in the classroom, primary school teachers were highly proficient. According to primary school teachers, equal educational opportunities for all students in primary schools are greatly impacted by the use of technology. The low average accessibility of digital resources for all students highlights a potential gap in meeting their diverse needs, calling for a review of current policies and practices to ensure true inclusiveness in the use of educational technology. The degree of availability, teacher competence, and technological justice was average, which means that there is need for improvement especially in relation to investing in technological infrastructure and training primary school teachers in Riyadh to equip them with advanced technological skills.

Technological justice, teacher competence, technological resources, descriptive cross sectional, Riyadh, Primary school teachers

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