This study delves into the critical intersection of socio-economic factors and virtual learning environments in Sri Lankan secondary schools, highlighting its paramount importance. It explores the influence of parental income and educational attainment on students' educational experiences within the virtual realm. The methodology utilized in this research employs a quantitative research design, encompassing a sample of 1350 secondary school students. The analysis encompasses both descriptive and inferential statistical techniques, providing comprehensive insights into the topic. The major findings of this study underscore the moderately high level of virtual environmental support for student learning. Notably, there are significant disparities based on parental income and educational levels. Students from higher-income families and those with better-educated parents experience greater virtual support, emphasizing the socio-economic divide in access to virtual learning resources. In light of these findings, future research should focus on devising targeted initiatives to bridge this digital divide. Such initiatives could involve providing essential digital resources to economically disadvantaged students, promoting digital literacy among parents and teachers, and enhancing internet accessibility in underserved communities. These measures can contribute to equitable access to virtual learning environments, addressing the pressing issue of educational inequality in Sri Lanka. This study highlights the pivotal role of socio-economic factors in shaping the virtual learning landscape and emphasizes the urgent need for actionable interventions. By addressing these disparities, Sri Lanka can work towards creating an inclusive and equitable educational ecosystem that benefits all students, regardless of their socio-economic backgrounds.
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