This mixed-methods study investigates how anonymous digital pedagogy impacts equitable participation within a diverse cohort of 39 undergraduate students. Grounded in the need for “meaningful and safe access” Dastyari & Jose, (Alternative Law Journal, 49(4) 282–287, 2024), the research utilized Slido’s Q&A and polling features to remove traditional participation hierarchies that often silence marginalized students due to cultural differences or language anxieties (Amjad et al., (European Journal of Education, 2024) ; United Nations Office, (2022).Empirical results reveal a significant shift in engagement: the traditional verbal baseline of 15.38% rose to 54.54% during the digital intervention. Notably, 92.8% of contributions were anonymous, and all primary Q&A contributors were international students. Quantitative analysis confirmed a robust correlation between user experience and perceived content quality (Rho = 0.659, p < .001), supporting the “Personalization-Agency Loop” (Singh, 2025). Qualitative analysis identified a “critical dichotomy” in feedback. While 53.85% of responses were non-specific, unique contributions highlighted vital pathways for improvement. Key themes included the need for deeper pedagogical integration, inclusive design for neurodiversity (e.g., color-coding for dyslexia), and dynamic tools for real-time collaborative feedback. Ultimately, the findings suggest that anonymity is a fundamental requirement for inclusion, allowing students to engage with formative assessment without fear of judgment. However, sustainable success depends on empowering teachers with the digital fluency to transition technology from a simple polling tool into a holistic collaborative platform.
