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A more equal and sustainable digital future depends on the inclusion of digitally marginalized communities in the socioeconomic opportunities created by digital technologies. Digital inclusion is a complex process that involves all stages of digital innovation, including development, adoption, use, and maintenance. However, past research has largely approached digital inclusion as an adoption and use challenge. In this paper, we develop a view of digital inclusion as a design challenge. We focus on the activities of requirements elicitation (RE) as a critical element of the design process and draw on a design-based interpretive study involving the design of two mobile apps for agricultural communities in India and China. We analyze how the conditions of digital inequality underlying the digital marginalization of these communities affect their sensemaking as they participate in RE activities. We conceptualize these challenges as limitations on the emergence of technology affordances. Our findings reveal various shifts, or translations, in the emerging affordances, which enabled the RE activities to be more generative and consequently more inclusive. These affordance translations manifested along three main dimensions: specificity, temporality, and collectivity. We discuss the implications of these findings for the inclusion of marginalized communities in the design of new technologies. [ABSTRACT FROM AUTHOR]

This study, grounded in the Total Factor Productivity (TFP) theoretical framework, examines the impact of digital infrastructure on the productivity of Tibet's cultural industry from 2011 to 2021. It aims to uncover how the innovative allocation of production factors can enhance new-quality productivity. The core aspect of new-quality productivity is the improvement of TFP, with digital infrastructure promoting the cultural industry's development by optimizing industrial agglomeration, improving logistics efficiency, and reducing the urban-rural consumption gap. The findings suggest that while digital infrastructure leads to geographic dispersion of the industry—challenging traditional industrial agglomeration theory—it significantly enhances the efficiency of the cultural industry within Tibet's unique socio-economic context. Moreover, despite the region's geographical constraints on logistics efficiency, digital platforms effectively reduce the urban-rural consumption gap, improving market access and the quality of cultural services in remote areas. Additionally, digital infrastructure helps bridge the digital divide between urban and rural areas, further fostering balanced regional consumption and digital inclusion. From a Total Factor Productivity perspective, this study reveals key pathways to improving new-quality productivity, offering both theoretical foundations for policymakers and practical guidance for the development of cultural industries in similarly structured regions. [ABSTRACT FROM AUTHOR]

We explore whether digital inclusion, a public policy designed to provide high-speed internet infrastructure for historically digitally excluded populations, is associated with the social and ethical challenge of financial inclusion. Using evidence from a sizable P2P lender in the U.S., we document that digital inclusion is positively associated with P2P lending penetration and that this relation is more pronounced in counties with limited commercial bank loan penetration and higher minority populations. Our new evidence from cross-sectional tests suggests that digital inclusion plays a key role in financial inclusion, particularly in regions with more vulnerable and/or underserved populations. In consequence tests, we document that high-risk borrowing is less likely to be denied in counties with higher digital inclusion and that digital inclusion is positively associated with P2P lending efficiency in the form of more repeated borrowing, decreased funding time, and improved funding fulfillment. In addition, we show that the availability of alternative information, a plausible channel through which digital inclusion is related to financial inclusion, is positively associated with efficiency in P2P lending. Our findings indicate that digital inclusion can empower financial service providers and other stakeholders to collaboratively fulfill their ethical and social responsibilities to meet the financial needs of historically marginalized groups. [ABSTRACT FROM AUTHOR]

It is essential to develop digital skills in the demographic group represented by elderly once digital exclusion becomes a growing concern in an increasingly technological world. This study aims to evaluate the effectiveness of flipped classrooms and microlearning on the digital literacy of adults over 50 years through a virtual course. With the implementation of a descriptive, correlational, and longitudinal approach, the research considered six consecutive two-month periods, ranging from elemental to advanced levels of expanding their digital skills. The final sample included 112 Mexican participants (93 women and 19 men) with a mean age of 64.30 years and an average schooling of 13.6 years. The results reveal that participants' satisfaction with the pedagogical approaches is positively associated with developing their digital skills and increasing their confidence to apply them. Altogether, these findings highlight how a structured learning environment, combined with emotional support and active practice, not only facilitates the acquisition of technology skills but also empowers older people, enabling them to approach the digital world with confidence. In conclusion, this study emphasizes the importance of implementing pedagogical approaches that address the specific needs of elderly, promoting their digital inclusion and the development of their autonomy in the use of technology. [ABSTRACT FROM AUTHOR]

Purpose: This study aims to examine the digital literacy (DL) competencies among librarians and paraprofessionals of public libraries in Western Visayas, Philippines. It also investigated the digital programs implemented, the factors enabling or deterring these programs, DL practices and the availed and needed continuing DL skills development. Design/methodology/approach: The study adopted the proposed competence areas and competencies for the Digital Literacy Global Framework. A mixed method was used. A total of 10 librarians and 32 paraprofessionals coming from 16 public libraries in the region were surveyed. A follow-up interview was conducted with the five public libraries' head librarians and library-in-charge. Findings: Results showed that librarians demonstrated relatively higher levels of DL competencies in all seven areas than paraprofessionals. Librarians and paraprofessionals rated the digital content creation competencies the lowest among the seven areas. Financial constraints, slow internet connection, limited library technology spaces, lack of training and seminars, insufficient digital resources, inadequate librarian and staff and multiple library roles were expressed as limiting factors in implementing digital programs in public libraries. Partnership training is the only DL skills development program availed by the librarians and paraprofessionals. They expressed the need to have library automation and digital content creation workshops. Originality/value: The study attempts to measure the DL skills of librarians and paraprofessionals of public libraries in Western Visayas, Philippines. Capacity building for librarians and paraprofessionals should focus on the items rated very poor to average. [ABSTRACT FROM AUTHOR]

This research examines the confluence of digital inclusion and environmental sustainability in Cambodia, utilizing quantitative survey data from 380 participants. The study probes the effects of digital access, literacy, technology use, and sustainability education on sustainability awareness, adoption of sustainable practices, and environmental impact. The findings reveal the positive role of digital transformation in bolstering environmental sustainability. Digital literacy initiatives, access to digital technologies, and sustainability education integrated into digital inclusion efforts significantly enhance the adoption of sustainable practices and reduce environmental impact. The research offers valuable insights for formulating inclusive and environmentally sound policies and strategies, reinforcing the significance of integrating digital inclusion and environmental sustainability in a developing context. [ABSTRACT FROM AUTHOR]

Tourism villages have become a viable concept for rural economic regeneration and sustainable development in many developing nations, such as Indonesia. Success in developing tourism villages depends significantly on the efficient cooperation among different stakeholders, which is frequently hindered by variables including power dynamics, institutional obstacles, and resource limitations. This study intends to investigate how collaborative governance may harness local potential for sustainable tourism village development, using the case of Karangreja Sub-District in Central Java Province, Indonesia. The study utilized a qualitative technique to gather data through interviews, focus group discussions, and participant observation with local communities, government agencies, commercial sector, and civil society organizations. The results emphasize the significance of involving multiple stakeholders, providing education and raising awareness, and utilizing digital technologies to support the sustainable development of tourism villages. It also discusses the difficulties and advantages of collaborative governance in rural and developing areas. The study enhances understanding of collaborative governance in sustainable tourism development and provides recommendations for policy and practice, including empowering local communities, enhancing institutional capacity, and increasing digital inclusion. This research aims to offer valuable information and direction to stakeholders and policymakers involved in creating and overseeing sustainable tourism villages. These efforts can help in reaching the Sustainable Development Goals and enhancing the welfare of rural people. [ABSTRACT FROM AUTHOR]

There are about 13 million visually disabled people in China, among which more than 8 million are blind. As an information-vulnerable group, they have unequal access to digital media. In this context, this study, by applying domestication theory, analyzes the use of digital media by the visually impaired in China based on 40 deep interviews and finds out that digital media, as a necessary opportunity, can indeed create more possibilities for increasing the social participation and improving the daily life of the visually impaired. But due to systematic and personal factors, this opportunity cannot be enjoyed by all visually impaired people. Visually impaired people have a strong subjective initiative, which can weaken the impact of digital exclusion on themselves to a certain extent. But social inclusion still determines the effect of digital inclusion, which needs to be taken seriously. [ABSTRACT FROM AUTHOR]

Rapid, continuous, and irreversible technological advancements are reshaping how individuals navigate the information society. The growing range and capabilities of different pieces of software and e-services call for a deeper examination of the relationship between users’ needs and the opportunities presented by access to cyberspace. Redefining the framework of digital and media competences in the light of real-world e-services has become essential, particularly in promoting digital inclusion for older adults. The research conducted in Poland in the first half of 2024 explores how older adults engage with digital technologies across multiple life domains. Based on a qualitative study conducted with Polish trainers and potential educators of older adults, nine key categories were identified: daily tasks, finances, education, work and professional development, social relationships, health, leisure and hobbies, civic engagement, and religion. Each of these categories is linked to specific websites that can greatly improve the quality of life for older adults and should be integrated into digital inclusion programs. [ABSTRACT FROM AUTHOR]

Digital equity and accessibility for higher education (HE) students have become crucial since the early 21st century, especially for underserved, deprived, marginalised and oppressed students. The present study aimed mainly to reveal the barriers to digital access (BDA) faced by marginalised groups and to find effective strategies for promoting digital inclusion (DI). Another objective of the paper was to provide actionable policy insights (API) to improve DI in Pakistani universities. Participants (students from marginalised groups who face unique barriers to accessing digital education) were selected using a simple random sampling technique from the four provinces of Pakistan (Punjab, Sindh, KPK and Baluchistan). We used a cross‐sectional research design to collect quantitative data from 590 students selected from 12 universities in Pakistan using a self‐developed questionnaire via online platforms. The study's findings revealed a significant difference in digital access for marginalised groups, which contributes to educational inequalities for students in low‐income areas and remote areas facing enormous challenges. We also identified practices to improve digital accessibility, including technology‐based interventions and policy reforms to improve digital infrastructure. Based on preliminary findings, a combined effort toward digital equity can significantly improve educational outcomes for marginalised students, providing a roadmap for universities to bridge the digital divide. The present paper not only highlights the current state of digital equity and accessibility but also focuses on practical insights for policy and teachers and ensures that universities are inclusive and accessible to everyone. [ABSTRACT FROM AUTHOR]

India is home to the second-largest tribal population in the world. Tribal communities have always played a significant role in Indian society. They have distinctive lifestyles and customs as well as rich traditions, culture, and heritage. They also have many characteristics in common, such as residing in relative isolation from other social groupings and are relatively more homogeneous and independent. But they fall far behind in reaping the benefits of digital technology applications when compared to non-tribal population. There exists a huge gap in the access and use of digital devices and services between the tribal and non-tribal population. There might be internet facilities in tribal villages because the government has been keen in uplifting the lives of tribal people through various initiatives such as Digital India programme, but the fact remains that they lack the skill and infrastructure to utilize the benefits of the internet. Hence it is evident that there exists digital divide which hinders the economic and social development of the tribes. This paper attempts to identify a set of core dimensions and indicators that could be potentially used to measure the digital inclusion of the tribes. The digital divide between the tribal group and non-tribal group deepens with the ever-changing digital landscape and for ensuring digital inclusion, this digital divide should be eliminated. Qualitative content analysis of selected documents using MAXQDA software, one of the leading software for qualitative and mixed methods research, was used in this study. Five key dimensions—Accessibility, Affordability, Awareness, Ability and Attitude (5As) that play a crucial role in identifying the extent of digital inclusion of the socially excluded group of population were extracted from the documents subjected to qualitative content analysis. [ABSTRACT FROM AUTHOR]

The article explores the redefinition of learning objectives within the context of digital education for older adults, addressing the critical need to enhance digital inclusion. It emphasizes the centrality of learning objectives as foundational elements in the design, implementation, and evaluation of educational programs. The study underscores the necessity of revising these objectives to promote the development of digital competences among older adults. As society becomes increasingly digitalized, traditional educational models must evolve to accommodate the dynamic digital landscape. The REMEDIS research initiative seeks to modernize educational frameworks and establish a more effective approach to cultivating digital skills in older populations. By employing SMART criteria and leveraging the expertise of senior and future trainers, the study identifies 12 key categories for contemporary educational objectives, including: basic computer and mobile device use, digital terminology, email communication, cybersecurity, online information retrieval, social media usage, instant messaging, culture and entertainment access, online financial management, e-commerce, smartphone software applications, and time management. The qualitative analysis of digital education objectives for older adults reveals a spectrum ranging from basic digital literacy to advanced e-service utilization, while also highlighting the importance of aligning these objectives with the practical needs of older adults. [ABSTRACT FROM AUTHOR]

Because findings in prior research are ambiguous, it remains unclear whether and under which circumstances formal and informal support sources help older adults with their Information and Communication Technology (ICT) use. Our qualitative interview study with 96 older adults (>65, including Internet users and non-users) aims to shed light on older adults' ICT support by addressing two research questions: (Q1) What types of ICT support needs do older adults experience in their everyday lives? (Q2) For each type of need, who provides the support? Our results show that there are four analytically distinct types of support needs that are often conflated in the literature: motivational support, instructional support, technical support and support by proxy use. Each support type has its suitable support sources. To foster digital inclusion, older adults require access to the specific type(s) of support that fits their occurring need(s). [ABSTRACT FROM AUTHOR]

This article examines the significance of Sustainable Development Goal 4 (SDG4), which aims to ensure inclusive and equitable quality education and promote lifelong learning for all. It argues that Australia must address digital inclusion disparities to meet its SDG4 commitments. Equitable, meaningful, and safe access to digital technologies for all students is vital for bridging the digital divide affecting educational opportunities for underserved populations. Ensuring all students have access to digital tools is essential for achieving SDG4 by 2030. [ABSTRACT FROM AUTHOR]

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Copyright of Anadolu University Journal of Art & Design / Sanat & Tasarım is the property of Anadolu University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This paper explores the development, design and reconstruction of a Historical Arabic Corpus (HAC), which covers more than 1600 years of uninterrupted language use. The study emphasizes the technical aspects followed to enhance the system and provide a usable concordancer, along with simple experiments conducted on the corpus and the concordancer. Arabic has a rich literary and cultural heritage spanning thousands of years. The inclusion of digital resources and the advancement in natural language processing (NLP) technology have made Arabic historical corpora increasingly crucial for researchers and learners worldwide. By integrating HAC and its tools into Arabic language learning, learners can delve deeper into vocabulary and culture and gain valuable insights that improve their language skills and understanding of Arabic. This combination of human guidance and NLP technology makes learning an engaging and enjoyable experience, offering a dynamic and authentic way to master the Arabic language. [ABSTRACT FROM AUTHOR]

Smallholder farmers play a crucial role in global agricultural development. The digital transformation of smallholder agriculture can enhance productivity, increase farmers' income, ensure food security, and promote sustainable rural development. However, existing studies often fail to analyze the holistic nature of this transformation and lack a systematic review of the relevant literature. Therefore, this study aims to provide a comprehensive presentation of the current studies on the digital transformation of smallholder agriculture through logical synthesis and reflective summarization, thereby offering valuable academic insights and practical guidance for the digital transformation of smallholder farming. This study constructs an analytical framework centered on "government–technology–smallholders" using a literature review methodology, systematically examining the main practices, challenges, and future strategies for the digital transformation of smallholder agriculture. Our review reveals that current practices primarily focus on digital agricultural production, rural e-commerce, and agricultural information exchange. We identify key challenges at the government, technical, and smallholder levels, including inadequate digital agriculture policies, limited availability of digital applications, difficulties in adapting uniform technologies to the diverse contexts of smallholders, insufficient resources and endowment among smallholder farmers, significant group disparities, and constraints imposed by social and cultural factors. To enhance the digital transformation of smallholder agriculture, it is essential to improve the supply of policy resources, increase attention to and responsiveness toward smallholder needs, and refine digital governance policies. Additionally, we must develop user-friendly digital applications that cater to the varied digital needs of farmers, reduce access costs, enhance digital literacy, foster an inclusive environment for digital agricultural development, and respect and integrate the social and cultural contexts of smallholder communities. This study deepens the understanding of digital transformation in smallholder agriculture and provides theoretical insights and practical guidance for policymakers, technology developers, and smallholder communities. It contributes to sustainable agricultural development and supports rural revitalization and shared prosperity. [ABSTRACT FROM AUTHOR]

People with disabilities have difficulties in digital inclusion, although it is considered essential for participation in the knowledge-based society. This form of inclusion seeks to ensure equal opportunities in the use of digital technologies and their active participation as citizens in the virtual world. The educational environment is key to this digital inclusion, but teacher attitudes and training influence its effectiveness. The aim of this study was to explore, through a descriptive cross-sectional study, Chilean teachers' perspectives on the safety, benefits, and risks of the Internet for students with intellectual disabilities or autism spectrum disorder. A questionnaire was administered to 211 pre-service and in-service teachers. The results highlight the perception of the Internet as an unsafe environment for these students, where risks prevail over potential benefits. These findings underline the need to improve both initial and ongoing teacher training in digital skills and risk mediation for these students in order to ensure the digital participation of all students. [ABSTRACT FROM AUTHOR]

This work presents an in-depth evaluation of the telecommunications landscape in Mexico from 2015 to 2023. The study's primary focus is on the disparities in broadband access, telecommunications infrastructure, and digital inclusion across various regions, particularly between urban and rural areas. By employing predictive models and correlation analysis, the paper identifies key factors influencing technology adoption and service bundling in households. A significant contribution of this research lies in its identification of strong correlations between broadband access, GDP growth, and the penetration of multiple telecommunication services such as fixed telephony, broadband internet, and television. The predictive models developed offer crucial insights into the regional inequalities of digital access, revealing patterns that policymakers can use to prioritize infrastructure investments. The findings underscore the essential role of public policy innovation in promoting digital inclusion, particularly in underdeveloped regions, and provide a robust analytical framework for understanding how advanced telecommunications services contribute to socio-economic development. Through this analytical approach, the study demonstrates the critical relationship between telecommunications infrastructure and regional economic performance, offering data-driven recommendations to bridge the digital divide and enhance connectivity in underserved areas. The results offer significant value for future research and policy initiatives aimed at fostering equitable access to Information and communication technologies, promoting economic growth, and ensuring broader societal inclusion in the digital age. [ABSTRACT FROM AUTHOR]

Information literacy (IL) plays an essential role in digital inclusion as it enables people to make use of the information available in multiple mediums on the Internet through digital devices. This study intends to examine the effect of IL on lifelong learning (LL) through the mediating role of creativity among news reporters in Pakistan using a quantitative research approach. The survey was conducted using an online questionnaire from the registered news reporters of press clubs in the four provinces and the federal territory of Islamabad, Pakistan. A total of 758 responses were received and analyzed using PLS-SEM. The results indicated that the IL of news reporters positively influenced their lifelong learning through both direct and indirect pathways. Furthermore, the nexus between IL and LL was influenced by the mediation of creativity. These findings have practical implications for academia and the media industry, highlighting the invaluable role of IL in enhancing lifelong learning and creativity to attain a sustainable competitive advantage. These results may inform educational programs for journalism students and existing journalists to impart IL skills. This research contributes to the available literature on workplace IL, especially in the context of media professionals. [ABSTRACT FROM AUTHOR]

This study employed an explanatory sequential mixed methods design to examine the effect of co-living with children on Internet use by individuals with severe mental disorders (SMD). The quantitative analysis showed that co-living with children was not significantly associated with overall Internet use by individuals with SMD. However, co-living with children reduced older adults' engagement in several instrumental Internet activities. The supplementary qualitative analysis revealed that the physical proximity of co-living children and their high involvement in everyday household life reduced the need and willingness to use these instrumental Internet activities among older adults with SMD. Therefore, digital inclusion policies for older adults with SMD should adopt a family-based model in addition to promoting autonomous Internet use by individuals with SMD. Moreover, proxy use should be accommodated when designing and providing online services by allowing people to log on as an authorised proxy user and operate on behalf of a named other. [ABSTRACT FROM AUTHOR]

In this paper, we examine the role of artificial intelligence (AI) in sovereignty and carbon neutrality, emphasizing digital inclusion and climate-resilient AI strategies for emerging markets. Considering the previous studies on AI for carbon neutrality and digital inclusion for climate research along with technology policy frameworks as a guide, this paper undertakes Partial Least Squares Structural Equation Modelling (PLS-SEM) with AI strategies and carbon neutrality outcomes. At the same time, fuzzy-set Qualitative Comparative Analysis (fsQCA) is used to reveal different configurations leading to achieving climate resilience. The model covers various aspects of AI-enabled policy, including technology adoption, policy frameworks, digital literacy, and public engagement. Survey data were collected from key stakeholders in climate policy, technology sectors, and local communities using a structured survey to understand their attitudes towards negative emissions technologies from prominent experts in emerging countries like Vietnam, Italy, Malaysia, and Greece. PLS-SEM results reveal the importance of AI in developing carbon neutrality, a critical AI strategic dimension (Data analytics capability and policy support). Some aspects of the fsQCA findings present heterogeneous outcomes, highlighting complex combinations of digital inclusion, AI adoption, and climate resilience which are industry-specific. This study would further enrich the literature concerning climate strategies by exploring AI, digital inclusion, and carbon neutrality interactions. Theoretically, practical and enriching suggestions for future research are derived to help AI intelligence infuse sustainable climate actions. [ABSTRACT FROM AUTHOR]

This special issue includes nine articles written by 73 authors from 28 countries, collectively addressing the theme of EDUsummIT 2023: "Moving forward to new educational realities in the digital era". The articles reflect a worldwide perspective, integrating research on new educational realities following worldwide technological developments and transformation, as well as global events that led nations to transform education by utilizing digital technology. The research and its theoretical foundations can help educators, researchers, and policy makers make evidence-based decisions and plan for the incorporation of technology into practice, for the benefit of education worldwide. The articles reflect four major themes: the first, technological advances such as AI and data learning analytics and their influence on changing educational processes and outcomes; the second, how technology may challenge diversity, also regarding social and emotional aspects; the third, pedagogical aspects of schooling and out-of-school education supported by contemporary technologies; and the fourth, policy and teacher education aspects of technology implementation. These aspects are discussed theoretically as well as practically, presenting models, research, practices and recommendations for teaching and learning in the context of new educational realities in the digital era. [ABSTRACT FROM AUTHOR]

Purpose: With digitisation, a new kind of inequality has emerged in society between people and groups of people. A lack of digital inclusion creates challenges for the economic and social development of society and citizen participation. This study analyses how the country-level cultural factors defined by Hofstede are associated with citizens' digital skills and internet usage and how they moderate the effects of age, gender, educational level and income level. Design/methodology/approach: This comparative cross-sectional study examines digital inclusion in 22 European countries. Data from the European Social Survey (N = 37,602) are analysed using a two-level regression analysis. Findings: The study found significant effects of demographic and socio-economic factors and country-level indulgence on digital skills and internet usage. In addition, the study shows that a high value on the indulgence index moderates the negative effect of age. Originality/value: The digital divide has been studied widely with regard to individual-level influencing factors and international comparisons. The significance of Hofstede's cultural dimensions in terms of digitisation and digital divides has also been confirmed in previous studies. However, there is a lack of analysis combining the effects of country-level culture and individual-level demographic and socio-economic factors on citizens' digital skills and internet usage. Generally, the research emphasises the significance of national culture in digital inclusion and especially in supporting the digital inclusion of older adults. [ABSTRACT FROM AUTHOR]

AbstractIn this systematic review on the educational digital divide, we examined 77 studies for publication trends, context, research methods, digital divide factors, dimensions and interventions using a multidimensional approach. This review identified factors such as socioeconomic status, gender, geography, age, ethnicity, parent knowledge/educational level, school type and second language influencing digital divide and found gender, geography, and socio-economic status were the most studied. Among multidimensional digital divide dimensions, utilization and access dimensions were most studied compared to cognitive and affective dimensions. Among 17 digital divide sub-dimensions examined, student use, internet access, and hardware access were the most studied. Interventions recommended in research for digital inclusion include providing technology resources; training, instruction and support for teachers, students and parents; and organizational practices. [ABSTRACT FROM AUTHOR]

This paper reports on an ethnographic study that examined smart TV use in low-income migrant households in Australia. We find that the smart TV is used by migrant families for diverse forms of social and cultural participation. In addition, we find that YouTube – which is often accessed using the smart TV – is reshaping family media practices. We argue that while digital inclusion scholarship has focussed on access to and use of mobile phones, laptops and computers, the smart TV, perhaps more than any other device in the home, enables digital inclusion through intergenerational media engagement. This paper presents insights for policymakers and offers a new area for investigation for digital inclusion and media scholars. [ABSTRACT FROM AUTHOR]

Summary: The rapid digitalization of work, accelerated by the COVID‐19 pandemic, has fundamentally transformed organizational behavior and necessitated a reconceptualization of inclusion in virtual spaces. This editorial synthesizes six groundbreaking studies that advance our understanding of inclusive organizational behavior (IOB) in digital contexts. Drawing on these contributions, we propose a novel, multilevel framework for digital IOB that integrates individual, group, and organizational factors shaping inclusive experiences in virtual and hybrid work arrangements. Key themes emerging from the studies include (1) reconceptualizing inclusion for digital contexts, (2) multilevel dynamics of digital inclusion, and (3) technology as both enabler and barrier to inclusion. Our framework conceptualizes digital IOB as arising from complex interactions between individual, group, and organizational factors, mediated and moderated by technological infrastructures and practices. We discuss theoretical and practical implications, highlighting the need for holistic, systemic approaches to fostering digital inclusion and outlining promising avenues for future research in this critical area. [ABSTRACT FROM AUTHOR]

Purpose: This study examines the digital accessibility of information services for students with disabilities at the University of Jordan. Despite advancements in disability rights and technology, academic libraries often lag in providing fully accessible digital services. Design/methodology/approach: The mixed-methods research involved quantitative surveys from 173 students with disabilities and a qualitative interview with the head of the information application department, in addition to a focus group interview with 10 students with disabilities. Quantitative analysis included means, standard deviations and four-way ANOVA to identify significant differences in perceptions. Qualitative insights highlighted specific issues and recurring themes, revealing significant gaps in digital accessibility. Findings: The results revealed a weak level of digital accessibility of students with disabilities to information services in academic libraries in Jordan is very low. The findings indicate a need for improvements in library infrastructure, staff training and policy development. The study also offers insights into challenges in a developing country context and provides recommendations for enhancing library inclusivity and support structures, emphasizing the importance of aligning services with international accessibility standards. Practical implications: The findings will primarily be beneficial for library managers to understand their library's deficiencies and responsibility towards the local community and the enhancement of digital inclusion. This understanding will aid in planning training programs and workshops for employees on supporting students with disabilities. Additionally, it serves as a valuable resource for collaboration between libraries and educators to organize educational sessions for academic librarians in Jordan and other developing nations. Originality/value: It serves as a valuable resource for collaboration between libraries and educators to organize educational sessions for academic librarians in Jordan and other developing nations. This research adds value to existing literature by highlighting the context in one developing country. [ABSTRACT FROM AUTHOR]

Purpose: The purpose of this study is to examine the applicability of the technology acceptance model (TAM) in libraries considering the advanced technologies and users' behaviour. Design/methodology/approach: The research uses a critical reflective approach to review and synthesize a body of recent academic literature on the use of TAM in libraries. The review included assessing TAM's historical evolution, its limitations and how it could be improved. Findings: The findings indicated that, although TAM can be viewed as an appropriate theoretical model to explain the users' intention towards technology acceptance, it is limited in explaining both the users' attitude towards advanced technology and their behaviour in advanced library settings. Research limitations/implications: To enhance the practicality of TAM in libraries, several recommendations for strategic advancements have been proposed such as contextualizing TAM to libraries, exploring AI-driven adoption, integrating library-specific constructs, understanding cultural differences and using holistic research approaches. Originality/value: The findings contribute to a deeper understanding of technology adoption in libraries and to the future possibilities of TAM. [ABSTRACT FROM AUTHOR]

People with disabilities have difficulties in digital inclusion, although it is considered essential for participation in the knowledge-based society. This form of inclusion seeks to ensure equal opportunities in the use of digital technologies and their active participation as citizens in the virtual world. The educational environment is key to this digital inclusion, but teacher attitudes and training influence its effectiveness. The aim of this study was to explore, through a descriptive cross-sectional study, Chilean teachers’ perspectives on the safety, benefits, and risks of the Internet for students with intellectual disabilities or autism spectrum disorder. A questionnaire was administered to 211 pre-service and in-service teachers. The results highlight the perception of the Internet as an unsafe environment for these students, where risks prevail over potential benefits. These findings underline the need to improve both initial and ongoing teacher training in digital skills and risk mediation for these students in order to ensure the digital participation of all students.

Whole-class mathematical discussion in a problem-solving activity is recognized as a powerful pedagogical activity but also a challenge for teachers who must consider several difficulties that learners might face, particularly in terms of an overload of Working Memory and Executive Functions. This study investigates how the use of a digital platform (Padlet) can support participatory and inclusive mathematical classroom discussion. We proposed a teaching experiment based on graphical tasks anticipating integral calculus to grade 13 students, and we examined how the use of the digital platform plays a role in the construction and interpretation of new mathematical objects emerging from the activity. The use of Instrumental Genesis and Double Instrumental Genesis frameworks allowed us to make the affordances of the tool emerge. As a result, we got evidence of how mathematical discussion may develop as a network of interactions, feedback, and connection of input and discuss examples of how active participation and inclusion are enhanced by the tool affordances. Indeed, the digital platform allowed easy interaction, with many ways to represent and express the ongoing evolution of personal and shared meanings and the possibility to manage the time of the activity. This fostered students' participation and students which did not participate in previous discussions were actively engaged in it. [ABSTRACT FROM AUTHOR]

Despite the growing body of research on college students' online learning experiences during the COVID-19 pandemic, little is known about how individual students perceive and experience emergency remote teaching in China. To fill this gap, this study seeks to explore college students' perceptions of emergency remote teaching as well as the factors deemed favourable and unfavourable to online learning. This study, adopting a photo elicitation method, investigated four college students' online learning experiences in an emergency remote instruction context. Our study revealed that students went through three stages of online learning and their perceptions of emergency remote teaching changed from one stage to another. Additionally, student-content interaction, strong teacher support and a high-level of digital inclusion were three factors that facilitated effective online learning, whereas lack of interaction with teachers and peers and dormitory confinement were two factors perceived as hindrance. The study explored possible explanations of the findings and made pedagogical recommendations to foster online learning success. The study bears significance for teachers and administrators practicing technology-supported teaching activities amid and beyond the pandemic. [ABSTRACT FROM AUTHOR]

This research investigated student perceptions of the level of digital inclusion and the difficulties they face in using information services at the University of Jordan library. A questionnaire was distributed to students with physical disability (mobility, hearing, visual) at the University of Jordan (N = 284) of whom 173 responded. A low level of digital inclusion of students with disabilities in the University of Jordan library information services was confirmed. Accordingly, academic libraries need to be more inclusive of students with disabilities in their information services. The study will be useful for library managers to realize their libraries' role towards the local community. The result of this research will provide insights for librarians, academic professionals and stakeholders to plan for the digital inclusion of people with disabilities in libraries' information services. It will also provide insights for planning the required training for librarians to support the library provision of a digital inclusion plan. [ABSTRACT FROM AUTHOR]

This article seeks to understand the ways that the COVID-19 pandemic has tested the effectiveness of library-based equity, diversity, and inclusion efforts. In the early days of the pandemic, libraries closed their doors and pivoted to digital services and programs, resources often inaccessible to BIPOC and low-income users. Since reopening, libraries have found that the lack of diversity in their ranks and information curation is compromising their ability to actualize the equity, diversity, and inclusion goals—objectives that are critical to closing the socioeconomic gaps that the pandemic has only widened. [ABSTRACT FROM AUTHOR]

Information and communication technologies affect the library performance as a public good, intended to efficient and complete response to the social agenda of various socio-demographic population groups. The digital gap has an impact on a library within the framework of creation conditions for the social well-being of the population. The role of public libraries is increasing in reducing the digital gap, strengthening the material and technical base, technological infrastructure, identifying digitally disadvantaged groups of population that tend to use library computers and broadband Internet more frequently than those who are more advantaged. Attention is paid to digital inclusion which is considered to be the instrument for solving personal, social and professional needs of representatives of various population groups. The effectiveness of digital inclusion largely depends on the professional competencies of library professionals, on their ability to develop programs for library users to help them assess the digital readiness to enter the digital world. The network approach to training library professionals in digital literacy is characterized as the most flexible form that facilitates translation of positive experience to large groups of library specialists. The importance of partnership in promotion the necessity of digital literacy between public libraries with government authorities, universities, research centers and charitable foundations is stressed.

In this article, we present the results of research conducted to investigate the perception of VR educational materials for space technology courses being developed at a technological university in Europe. Our aim was to identify potential barriers faced by men and women when entering and continuing this form of education. As both VR and space technology are considered highly technical, they may deter individuals from pursuing courses in these subjects. Therefore, we sought to identify the most relevant constraints in the design of innovative educational materials. To achieve this, we conducted eight sample educational sessions using VR in the field of space education, involving both male and female participants. Employing a mixed-method study design encompassing qualitative and quantitative measures, we discovered that when confronted with difficulties, female participants were more inclined to attribute them to their own lack of skills, while male participants focused on technical shortcomings of the applications. Additionally, we observed that female participants tended to be more self-conscious when using VR headsets and experienced greater discomfort due to a sense of confinement. We also found that female participants exhibited a statistically significant increase in self-efficacy after engaging in VR space educational experiences compared to their pre-VR session levels. Furthermore, both male and female participants demonstrated increase in their intention to engage in space science (various academic domains relating to studying space) following the VR session, which bodes well for the continued development of these educational tools.

This study investigates the sociodemographic and contextual determinants influencing Internet usage among individuals with visual impairments in Thailand, contributing to the literature on the digital disability divide. Data from the “Disability Survey 2022” conducted by the National Statistical Office of Thailand were used. Descriptive statistics, chi-square tests, and logistic regression analysis were performed on data from 5621 visually impaired respondents. The findings indicate that approximately 26.88% of individuals with visual impairments use the Internet. The logistic regression analysis highlights several critical disparities. Males exhibit lower odds of Internet use compared with females (adjusted odds ratio [AOR] = 0.850, p = 0.034). Younger individuals are more likely to use the Internet; a decline in use was observed with increasing age (AOR for 60+ years = 0.052, p < 0.001). Regional disparities are evident. Individuals from the northeastern (AOR = 2.044, p < 0.001), central (AOR = 1.356, p < 0.008), and southern (AOR = 1.992, p < 0.001) regions showed higher odds of Internet use compared with those from the northern region. Higher income (AOR for 5000–9999 THB = 1.798, p = 0.001), educational attainment (AOR for bachelor’s degree = 14.915, p < 0.001), and wealth index (AOR for wealthy = 5.034, p < 0.001) increase the likelihood of Internet use. Employed individuals are more likely to use the Internet (AOR = 3.159, p < 0.001) compared with unemployed individuals. Additionally, the severity of the visual impairment is crucial, with those having low vision in both eyes more likely to engage online than those who are completely blind in both eyes (AOR = 5.935, p < 0.001). These findings highlight the need for comprehensive digital inclusion initiatives that address various factors, including age-inclusive digital literacy programs, targeted regional infrastructure development, economic support to improve digital access, and advancements in assistive technologies. This study provides valuable insights for policymakers in Thailand and other developing countries, enhancing the understanding of the digital disability divide and informing strategies to foster greater digital equity.

Assessment of digital competence for citizens could support the Education Action plan at a national level, a regional level, or even at a global level to enhance the digital skills and competence gap for work and life for digital transformation. This study applies the DigComp framework through a self-administered online survey to 723 citizens in Vietnam, using a sequential exploratory mixed methods research design. Data were analysed using factor analysis, standard descriptive statistics, and simple regression methods, followed by qualitative content analysis from interviews with ten respondents and a focus group discussion with eight stakeholders on digital competence. The results confirmed the validity of the DigComp framework for measuring the digital competence of Vietnamese citizens. Overall, the proficiency level of the 723 surveyed Vietnamese citizens falls between basic and intermediate levels, being more advanced in areas in information and data literacy and communication and collaboration, compared to digital content creation, safety, and problem solving. The results further showed that male citizens with a higher education level, working in the public sector, or living in province with high provincial digital transformation index rankings perceived themselves to be more digital competent than females with a lower educational level, working in the private sector, or living in the province with low provincial digital transformation index rankings. To improve citizens' digital competence, training should be designed that considers not only citizens' digital competence profiles but also their individual characteristics. [ABSTRACT FROM AUTHOR]

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AbstractThis paper draws on a Complex Adaptive Systems lens to develop an understanding of the staff practices that supported the development of Virtual Disability Services in Ireland amid the COVID-19 pandemic. The study involved twelve interviews with service providers, which were analysed using Reflexive Thematic Analysis, leading to two overarching themes. The first theme focuses on the logistics of constructing the response. This includes dynamic adaptiveness, technological readiness, a positive attitude towards technology, resource availability, digital skills, and the level of take-up. The second theme centres on the enacted response, which encompasses sensemaking, developing technological expertise, managing upward, fostering creative innovation, cultivating a systems sensibility, and creating conditions for psychological safety and authentic engagement. We conclude that staff practices are key for creating conditions conducive to safe spaces, sustaining well-being, and reshaping power dynamics and emphasise the importance of embracing technology as a tool for innovation within complex operating environments. POINTS OF INTERESTVirtual Services offered a good alternative to face-to-face services for some disabled people during COVID-19: they supported people to stay connected while self-isolating.Even though some staff and disabled people did not have many technology skills before COVID-19, they learned in real-time, using the resources available to them.Online relationships were seen as more equal as everyone was learning as they went. People with disabilities developed new skills and sometimes co-facilitated sessions. This gave them greater choice and control over how they interacted with services and changed power relationships within services.Having choices about how to access services is in line with enhancing rights and choice under the Convention of the Rights of People with Disabilities.Promoting digital inclusion may protect people against future societal disruptions.Virtual Services offered a good alternative to face-to-face services for some disabled people during COVID-19: they supported people to stay connected while self-isolating.Even though some staff and disabled people did not have many technology skills before COVID-19, they learned in real-time, using the resources available to them.Online relationships were seen as more equal as everyone was learning as they went. People with disabilities developed new skills and sometimes co-facilitated sessions. This gave them greater choice and control over how they interacted with services and changed power relationships within services.Having choices about how to access services is in line with enhancing rights and choice under the Convention of the Rights of People with Disabilities.Promoting digital inclusion may protect people against future societal disruptions. [ABSTRACT FROM AUTHOR]

In this editorial, I advance the point that a design justice perspective constitutes an important addition to the conceptual armory of ICT for Development (ICT4D) research. This perspective illuminates how injustice, rather than arising as an unintended consequence of inclusion into digital systems, can be directly embedded in the design of sociotechnical artifacts. At the same time, it enables us to imagine routes to infuse justice into artifacts' architecture, as illustrated by recent works in and beyond the ICT4D discipline. I first illustrate a design justice perspective and its potential for ICT4D, then introduce the seven papers published in this issue. [ABSTRACT FROM AUTHOR]

Health and social care services are increasingly shaped by the emergence of new digital developments. Research suggests that older adults are less likely to use digital devices and, therefore, risk missing out on essential health and social care services as these become more digital by design. We carried out an exploratory literature review using the terms 'onboarding' and 'offboarding' within the design, engineering, health, and social science literature to understand how researchers are currently thinking about older adults' digital service needs, informed by discussions of stakeholder engagement with older adults in Edinburgh to explore their own experiences of digital transitions. The review process was implemented based on the methodology of Arksey and O'Malley for scoping reviews, and the findings were reported according to the PRISMA-ScR checklist. The databases used were Web of Science, PubMed, CINAHL Plus, IEEE Xplore, Engineering Village, PsycINFO, ASSIA and ACM. In total, 18 studies were finally included. Our findings show different interpretations of onboarding across disciplines and a lack of use of offboarding in the design of digital interventions. Additionally, our findings reveal inequalities in digital onboarding, as evidenced by the limited number of studies. Finally, we share a snapshot of our findings, together with reflections on interdisciplinary and collaborative processes. [ABSTRACT FROM AUTHOR]