The education system of the world has changed significantly over the last twenty years due to the blistering development of the digital technologies. Learning platforms based online, virtual classrooms, massive open online courses (MOOCs) and learning applications have become part and parcel of formal and informal education. The digital turn has been popularly and significantly understood within the politics of policy and popular discourse as a way of increasing access to education, lowering the barriers to the cost of education, and increasing social mobility, especially in terms of the traditionally marginalized groups of the population to elite educational institutions. These allegations were further magnified by the rapid transition to digital education in the face of COVID-19 that put online learning on the list of possible equalisation tools able to remove geographical, institutional, and economic obstacles (UNESCO, 2020; World Bank, 2021). In sociology of education, it is widely accepted that educational expansion can bring in more equality or mobility. Classical and modern sociological studies have also clearly shown that education can tend to be an engine by which social inequalities are perpetuated, despite the increased access (Bourdieu and Passeron, 1990; Goldthorpe, 2000). In this respect, the emergence of digital education poses significant sociological questions of whether the new educational forms can truly democratise the opportunity or merely re-pattern the established patterns of stratification. Although digital education can reduce entry barriers, the ability of digital education to produce equitable mobility results is relative to the extent to which it is integrated into larger social systems.