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Digital health technologies hold promises for reducing health care costs, enhancing access to care, and addressing labor shortages. However, they risk exacerbating inequalities by disproportionately benefitting a subset of the population. Use of digital technologies accelerated during the Covid-19 pandemic. Our scoping review aimed to describe how inequalities related to their use were conceptually assessed during and after the pandemic and understand how digital strategies and policies might support digital equity. We used the PRISMA Extension for scoping reviews, identifying 2055 papers through an initial search of 3 databases in 2021 and complementary search in 2022, of which 41 were retained. Analysis was guided by the eHealth equity framework. Results showed that digital inequalities were reported in the U.S. and other high-income countries and were mainly assessed through differences in access and use according to individual sociodemographic characteristics. Health disparities related to technology use and the interaction between context and technology implementation were more rarely documented. Policy recommendations stressed the adoption of an equity lens in strategy development and multilayered and intersectoral collaboration to align interventions with the needs of specific subgroups. Finally, findings suggested that evaluations of health and wellbeing distribution related to the use of digital technologies should inform digital strategies and health policies., Competing Interests: Declaration of competing interest None., (Copyright © 2024 The Author(s). Published by Elsevier B.V. All rights reserved.)

This article examines the impacts of COVID-19 on the digital work of museums and galleries in the UK, 2020–2021. Focusing on social media activity, we explore two questions: (1) How did approaches to, and institutional perceptions of, social media shift during the pandemic? and (2) Looking to the future, what practical and theoretical challenges do social media present for museums and galleries, and what are the related policy implications? The discussion draws on a mixed-methods study including an analysis of 9000 tweets, and reflective semi-structured interviews with 19 digital workers. Our findings can help shape global digital heritage practices as we emerge from the pandemic, enabling more dynamic and meaningful forms of cultural participation, and underpinning more confident and ethical social media trajectories. [ABSTRACT FROM AUTHOR]

Background: The emergence of the COVID‐19 and the resulting global pandemic has ushered in far‐reaching changes for countries across the world, not least of which are changes to their education systems. With traditional location‐based exams no longer possible at universities, the uptake of online proctored exams (OPE) has occurred at a pace not seen prior to the pandemic. Students' experiences of online proctored exams during the pandemic are reasonably well‐understood in terms of digital access and ease of use of the technology. However, less is known about students' perceptions of digital confidence and competence to complete an online exam, both of which are important digital equity considerations. Objectives: This study investigates students' digital confidence and competence to undertake online proctored exams to determine whether issues of equity exist for students. Methods: This study reports the results of a survey (N = 761) of one university's students' experiences of end‐of‐semester online proctored exams in New Zealand. Results: Most students were positive about online exams, felt reasonably confident to complete an exam, and had the necessary digital access (i.e., devices, internet) and competence to succeed. However, digital inequalities were found between students' perceptions of digital competence based on ethnicity. While more time learning online equated to increasing self‐reported digital competence for most ethnic groups, this was not the case for Pacific learners. Takeaways: Perceptions of low digital competence can contribute to digital inequalities. Educators can support learners to develop positive perceptions of digital competence by teaching digital literacy skills. Lay Description: What is already known about this topic: Online proctored exams (OPE) have replaced many traditional exams because of the pandemic.Research on the use of online proctored exams during the pandemic suggests some acceptance among students.Apart from access related issues, little is known about digital inequalities associated with online exams. What this paper adds: Most participants were positive about OPE and felt reasonably confident to successfully complete them.Confident students were more likely to report that the exam software was easy to use.Perceptions of digital competence differed based on ethnicity.Marginalized groups were more likely to experience digital inequalities than other groups. Implications for practice and/or policy: Digital inequality is about more than issues of digital access (i.e., devices, internet).Provide differentiated technical support for students who express low digital competence.Teaching online exam digital literacy skills might increase perceptions of digital competence. [ABSTRACT FROM AUTHOR]

Since the outburst of the COVID-19 virus many changes have taken place that concern most aspects of human life. A group that seemed to be affected most by the pandemic was that of the lower socio-economic stratums. This paper aims to demonstrate how individuals were most influenced. Firstly, their health was severely affected mainly due to the higher prevalence of social determinants that make them more vulnerable to COVID-19 and as they were more likely to delay seeking the necessary care for the virus. They also had to deal with a greater financial burden throughout the pandemic. Individuals of lower socio-economic stratums were much more likely to lose their jobs, to have their earnings reduce and to have to work while sick or in unsafe conditions. The last areas that have been negatively affected by the pandemic is digital, educational and health accessibility, as poorer individuals appear having reduce to technical means. [ABSTRACT FROM AUTHOR]

The 2021 military coup d’état in Myanmar and the Coronavirus (COVID-19) pandemic commencing at the end of 2019 have had major impacts on the already existing digital divide in this Southeast Asian country. This paper aims to explore the effects of these two events on the digital divide and their consequences on the learning practices of students in Myanmar. Following a broad review of relevant literature, primary data were collected from students in Myanmar about their use of IT for online learning and the outcomes. The raw data resulting from this field research has been shared with stakeholders who analyzed, evaluated, and commented on it during expert interviews. The main findings are: IT usage for online education among students in Myanmar is a matter of major concern. A majority of students nationwide have no access to computers. The IT skill level in the country corresponds to this finding and is only on an average level. Smartphones are more accessible but are often old or of lower quality. Internet connections are available but are vulnerable to disruptions initiated by the military regime. Therefore, it can be concluded that students in Myanmar in many cases did not have the technical equipment or skills necessary to learn effectively through the usage of IT during the national crises. Nevertheless, it can be stated that IT helped and was also supportive in sustaining and improving the well-being of students in Myanmar.

During the COVID-19 pandemic information about the transmission of the virus came out slowly and recommended practices changed over time. This made communication media, like the Internet, especially important. Few prior studies have considered how digital inequalities influence information flows. Building on three research streams – vaccine hesitancy, information-seeking, and digital inequalities – we examine how digital inequalities, health media, and mass media affect COVID-19 vaccine hesitancy. Using representative survey data of US Internet users, our structural equation model demonstrates the importance of digital inequalities and media use for vaccine hesitancy. Digital inclusion plays an important role in public health. It leads to increased health information-seeking, which reduces vaccine hesitancy. Our model presents evidence supporting a comprehensive policy approach to vaccine hesitancy beyond factors like socio-demographics and prior health beliefs to include broader factors like digital equity measures and sources of health information. Where and how people find information on public health issues seems to be as important as demographics. [ABSTRACT FROM AUTHOR]

The article analyzes the experiences of Venezuelan refugees in the city of Boa Vista (Brazil) in exercising their communication rights in the context of social and digital inequalities aggravated by the Covid-19 pandemic. This article outlines a perspective on digital inequalities from a rights-based approach, which focuses on granting the right to communicate to those who lack it rather than providing access to technology without highlighting the structural changes that are needed for promoting representation and participation of marginalized communities. Building on online and face-to-face interviews with 12 Venezuelan refugees, we identified three scenarios where inequalities regarding access and uses of ICTs are materialized: (a) reduction of digital communication interactions and affective networks due to the deterioration of connectivity in Venezuela and the suspension of local communication services provided by humanitarian agencies; (b) barriers to accessing information about rights and basic services, such as education, health, work, and shelter, given the reduction of communication channels and the closure of reference centers supporting refugees; and (c) increased exposure to fake news, scams, and hate speech in social media platforms and message apps, generating disinformation and enhancing risks of exploitation and marginalization of refugees.

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This article engages with evaluating the usefulness of distance education for people with intellectual disabilities. It focuses primarily on the situation of students in special schools during the pandemic. In order to recognise the contexts and determinants of digital inclusion, the research makes use of the results of expert interviews and questionnaires completed by heads of special schools. Schools and other institutions usually evaluate the support of both local and national governments in remote education negatively. The pandemic has confi rmed and emphasised the existing digital inequalities (also in terms of hardware). The usefulness of distance learning for people with intellectual disabilities is mostly rated as low. Its main advantage is perceived to be the cooperation between the teachers. The pandemic has, to a certain extent, contributed to raising awareness about the need for developing digital skills by all those involved in education. The article concludes with proposed solutions for diminishing digital inequalities, marginalisation and exclusion of people with intellectual disabilities. [ABSTRACT FROM AUTHOR]