Class Struggles in Technology Education: A Marxist Analysis of Access and Equity in Philippine Higher Education

Using a Marxist analytical lens, this study investigates class-based disparities that influence access to technology education in the Philippines. It uses a qualitative meta-synthesis of fifteen peer-reviewed research published between 2019 and 2025 to examine how economic, institutional, and ideological frameworks influence educational equity in higher education. The findings focus on four major themes: class and access, institutional inequity, ideological reinforcement, and digital alienation and resistance. The findings reveal that socioeconomic status has a major impact on technology access, with students at public universities experiencing bigger digital and material disadvantages than those at private institutions. Meritocratic narratives frequently justify inequality by attributing success to personal effort rather than institutional privilege. However, community-based digital literacy projects and collaborative learning techniques show new forms of resistance. The study concludes that technology education both reproduces and challenges class hierarchies, emphasizing the need for equitable funding, inclusive digital policies, and critical pedagogy.