From Digital Divide to Digital Inclusion : Challenges, Perspectives and Trends in the Development of Digital Competences

• Autore: Tomczyk Łukasz
• Pubblicazione: Singapore : , : Springer Singapore Pte. Limited, , 2024; ©2023
• Edizione: 1st ed.
• Descrizione fisica: 1 online resource (562 pages)
• Altri autori: Guillén-GámezFrancisco D Ruiz-PalmeroJulio HabibiAkhmad
• Nota di contenuto: Intro -- Contents -- Contributors -- 1 Introduction-In Seeking Solutions to Minimise Digital Exclusion and Develop Digital Competences Around the World -- References -- 2 Overview of Digital Inclusion Initiatives and Perspectives in Albania -- 2.1 Rationale -- 2.2 Digital Albania Profile -- 2.2.1 Digital Access as Foundation for Digital Transformation -- 2.2.2 Digital Market Environment -- 2.2.3 Digital Access Policies and Regulations -- 2.3 Digital Skills Development -- 2.4 ICTs and the Education System -- 2.5 ICT Strategies -- 2.5.1 National ICT Strategy of 2003 -- 2.5.2 National ICT Strategy of 2007 -- 2.5.3 Strategies that Support Innovation -- 2.5.4 Strategies for the Promotion of Broadband Services and Infrastructure -- 2.6 ICT in Education -- 2.6.1 Digital Agenda 2015-2020 -- 2.6.2 The Inclusion of ICT in Education -- 2.6.3 Curriculum Development -- 2.6.4 Children's Rights and the Digital Environment -- 2.7 e-Albania -- 2.8 The Current Digital Inclusion and Perspective -- References -- 3 Digital Inclusion and Digital Divide in the Context of Bosnia and Herzegovina -- 3.1 Introduction -- 3.2 Theoretical Framework -- 3.3 Research Methodology -- 3.3.1 Research Procedure and Method -- 3.4 Discussion -- 3.4.1 Primary and Secondary Education and Digital Inclusion in BiH -- 3.4.2 Higher Education and Digital Inclusion in BiH -- 3.5 Conclusion -- References -- 4 The Idiosyncrasies of Digital Divide in Brazil: A Literature Review on Initiatives of Digital Inclusion -- 4.1 Introduction -- 4.2 Theoretical Framework -- 4.3 Methodology -- 4.4 Digital Inclusion in Brazil from 2003 to 2007 -- 4.5 Digital Inclusion in Brazil from 2008 to 2012 -- 4.6 Digital Inclusion in Brazil from 2013 to 2017 -- 4.7 Digital Inclusion in Brazil from 2018 to 2022 -- 4.8 Conclusions and Further Work -- References. ; 5 Bridging the Digital Divide in Higher Education: Notes from the Emergence of the COVID-19 Pandemic -- 5.1 Introduction -- 5.2 Method -- 5.2.1 PRISMA Protocol Process -- 5.2.2 Thematic Analysis -- 5.3 Results and Discussions -- 5.3.1 Descriptive Findings -- 5.3.2 Thematic Analysis -- 5.3.3 Bridging Digital Divide in Higher Education -- 5.4 Conclusion -- References -- 6 From Digital Divide to Digital Inclusion in Colombia: A Systematic Literature Review of Strategies from Education -- 6.1 Introduction -- 6.2 Theoretical Framework -- 6.2.1 Factors of Digital Exclusion in Colombia -- 6.3 Method -- 6.3.1 Procedure -- 6.4 Results and Discussion -- 6.4.1 Bibliometric Analysis -- 6.4.2 Official Documents Analysis -- 6.4.3 Relationship Between Digital Inclusion and Colombia -- 6.4.4 Relationship Between Technology Education or ICT and Colombia -- 6.4.5 Relationship Between Digital Divide and Colombia -- 6.4.6 Relationship Between Digital Exclusion and Colombia -- 6.5 Conclusion -- References -- 7 Digital Transformation Training and Digital Inclusion in Costa Rica -- 7.1 Introduction -- 7.2 Theoretical Framework -- 7.2.1 Social Inclusion Indicators. Definition of Digital Divide and Digital Inclusion in Costa Rica -- 7.2.2 Development of Public Policy for Digital Inclusion -- 7.2.3 Infrastructures -- 7.2.4 Digital Competence -- 7.3 Method -- 7.3.1 Procedure -- 7.4 Results and Discussion -- 7.4.1 Bibliometric Analysis -- 7.5 Digital Divide in Costa Rica and Its Specificities -- 7.6 Development of Digital Competence in Costa Rica -- 7.7 Digital Inclusion in Costa Rica -- 7.8 Conclusion -- References -- 8 Digital Divide and Digital Inclusion in Cuba: A Systematic Review -- 8.1 Introduction -- 8.2 Theoretical Framework -- 8.3 Aims -- 8.4 Methodology -- 8.4.1 Procedure -- 8.4.2 Sample -- 8.5 Results. ; 8.5.1 The Reality of the Digital Divide and Digital Exclusion in Cuba and Proposed Forms of Digital Inclusion -- 8.5.2 Digital Literacy Initiatives Developed -- 8.5.3 The Development of Digital Competences in Education -- 8.5.4 ICT and COVID: Forms of Intervention that Consider the Use of ICTs During the Pandemic -- 8.6 Discussion -- 8.7 Conclusion -- References -- 9 Issues Related to Digital Divide from the Past Perspective of Czech Scientific Journals (2003-2022) -- 9.1 Introduction -- 9.2 Theoretical Framework -- 9.3 Methodology -- 9.4 Results -- 9.4.1 The Digital Divide in the Context of Senior Education -- 9.4.2 The Digital Divide in the Context of Primary Schools -- 9.4.3 The Digital Divide in the Context of Higher Education -- 9.4.4 Digital Divide and Quality of Life in Society -- 9.5 Discussion -- 9.6 Conclusion -- References -- 10 From Digital Exclusion to Digital Inclusion: How is the Dominican Republic Fostering a Digital Culture? -- 10.1 Introduction -- 10.2 Materials and Methods -- 10.2.1 Search Strategy -- 10.2.2 Inclusion and Exclusion Principles -- 10.2.3 Quality Standards -- 10.2.4 Theoretical Framework -- 10.2.5 Digital Exclusion in Latin America and the Dominican Republic -- 10.3 Results and Discussion -- 10.3.1 How Does Literature Define Digital Inclusion and Exclusion? -- 10.3.2 Which Factors Constitute the Digital Divide and Digital Exclusion Concepts in the DR? -- 10.3.3 What Initiatives Are Implemented in the DR to Decrease the Inequalities in Using Digital Technology Between Groups of Different Socioeconomic Backgrounds, Ages, Races, and Genders? -- 10.3.4 What is the Status and Development of Digital Culture in the DR? -- 10.4 Limitations -- 10.5 Conclusions -- 10.5.1 Suggestions -- 10.5.2 Recommendations for Practice -- References -- 11 From the Digital Divide to Digital Inclusion: An Ecuadorian Perspective. ; 11.1 Introduction -- 11.2 Method -- 11.3 Results -- 11.4 Discussions and Conclusions -- References -- 12 Digital Divide Issues in Greece: A Systematic Review -- 12.1 Introduction -- 12.2 Theoretical Framework -- 12.2.1 The Internet -- 12.2.2 The Digital Divide -- 12.2.3 Digital Divide and Inequalities -- 12.2.4 Main Factors Affecting the Digital Divide -- 12.3 Research Questions -- 12.4 Methodology -- 12.5 Keywords for Data Collection -- 12.5.1 Inclusion and Exclusion Criteria -- 12.5.2 Reasons for Articles and Reports Exclusion -- 12.5.3 Documents Found and Documents Used -- 12.6 Findings-Results -- 12.7 Discussion -- 12.8 Conclusion -- References -- 13 Addressing the Digital Divide in Indonesian Higher Education: Insights, Implications, and Potential Solutions -- 13.1 Introduction -- 13.2 Related Work -- 13.3 Method -- 13.4 Findings and Discussion -- 13.4.1 The Factors Contributed to the Digital Divided in Indonesian Higher Education -- 13.4.2 The Implications of the Digital Divide in Indonesian Educational Outcomes -- 13.4.3 Solutions to Overcome the Digital Divide in Indonesian Higher Education -- 13.5 Conclusions -- References -- 14 Is Digitalization for Everybody? Perspectives and Obstacles to Digital Inclusion in Lithuania -- 14.1 Introduction -- 14.2 Methodology -- 14.3 Results -- 14.4 Discussion -- 14.4.1 Education -- 14.4.2 Digital Accessibility and Competency in Public and Private Sector -- 14.4.3 Digital Competency, Accessibility and Divide Across Various Social Groups -- 14.5 Conclusion -- References -- 15 Digital Inclusion in Malaysia: Realigning Research and Education Policy -- 15.1 Introduction -- 15.1.1 History, Policy, and Philosophy -- 15.1.2 Digital Inclusion Research -- 15.2 Methodology -- 15.3 Analyses and Findings -- 15.3.1 Bibliometric Analysis -- 15.4 Discussion and Conclusion -- References. ; 16 Addressing the Digital Divide with Educational Systems in Mexico: Challenges and Opportunities -- 16.1 Introduction -- 16.2 Theoretical Framework -- 16.3 Methodology -- 16.3.1 Eligibility Criteria -- 16.3.2 Information Sources -- 16.3.3 Search Strategy -- 16.3.4 Study Selection Process -- 16.3.5 Data Extraction Process -- 16.3.6 Methods of Synthesis -- 16.4 Results -- 16.4.1 Study Selection -- 16.5 Summary of Results -- 16.5.1 Digital Exclusion in Higher Education in Mexico -- 16.5.2 Digital Inclusion in Higher Education in Mexico -- 16.5.3 Studies and Statistics on Digital Exclusion and Inclusion in Higher Education in Mexico -- 16.5.4 Challenges and Opportunities -- 16.6 Discussion -- 16.7 Conclusion -- References -- 17 Digital Inclusion in the Moroccan Context: A Review of Research and Educational Initiatives in the Twenty-First Century -- 17.1 Introduction -- 17.2 Theoretical Framework -- 17.2.1 Methodology -- 17.3 Results -- 17.4 Discussion and Conclusion -- References -- 18 Technology and the Digital Divide in Panama -- 18.1 Introduction -- 18.1.1 Digital Divide and Inclusion in Panama: Forms (Types) of Digital Skills Development in the Last Two Decades -- 18.2 Method -- 18.3 Results and Discussions -- 18.4 Conclusion -- References -- 19 Literacy and Digital Inclusion for the Twenty-First Century. The Case of Peru -- 19.1 Introduction -- 19.2 Theoretical Framework -- 19.2.1 Digital Divide(s)? -- 19.2.2 Digital Divide in Peru -- 19.2.3 Institutional Measures Taken -- 19.3 Methodology -- 19.3.1 Eligibility Criteria -- 19.3.2 Search Protocol -- 19.3.3 Identification -- 19.3.4 Screening or Selection -- 19.3.5 Eligibility or Suitability -- 19.3.6 Inclusion -- 19.4 Results -- 19.5 Discussion -- 19.6 Conclusion -- References -- 20 Digital Exclusion and Inclusion in Poland-An Overview of Research and Educational Activities from Recent Decades. ; 20.1 Introduction.
• Titolo autorizzato: From Digital Divide to Digital Inclusion
• ISBN: 981-9976-45-6
• Formato: Materiale a stampa
• Livello bibliografico: Monografia
• Lingua di pubblicazione: Inglese
• Record Nr.: 9910831018003321
• Lo trovi qui: Univ. Federico II
• Serie: Lecture Notes in Educational Technology Series