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Modern life and society are heavily reliant on technology. Technology has the potential to revolutionize educational access by transcending geographical barriers and catering to diverse learning needs, paving the way for equitable and inclusive education for all. Various studies have confirmed that use of technology tools in education would democratize access, personalize learning experiences, enhance engagement and promote learning opportunities. Background digital infrastructure is a critical enabler of educational technology tools. This study is such an attempt. It tries to systematically evaluate the digital infrastructure ecosystem, needed to advance technology in education. Specifically, the study tries to assess the status of digital infrastructure for online learning in higher education. We focused this study on India, which has the third largest higher education system in the world. A composite index was developed with the use of Principal Component Analysis (PCA) to evaluate the IT infrastructure by relying on relevant secondary data. Based on this index score, digital infrastructure status of various States of the country was determined. Results suggested regional disparities in digital infrastructure and areas to focus to strengthen digitally enabled higher education. The study's findings have implications for reducing the digital divide by improving digital infrastructure and designing policy interventions, particularly in developing countries. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Humanities & Social Sciences (2522-3380) is the property of Arab Journal of Sciences & Research Publishing (AJSRP) 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.)

Copyright of Roca: Revista Científico-Educacional de la Provincia de Granma is the property of Universidad de Granma, Departamento Editorial 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.)

Copyright of Environmental & Social Management Journal / Revista de Gestão Social e Ambiental is the property of Environmental & Social Management Journal 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.)

Copyright of Revista de Ciencias Sociales (13159518) is the property of Revista de Ciencias Sociales de la Universidad del Zulia Venezuela 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.)

Copyright of Anuario Turismo y Sociedad is the property of Universidad Externado de Colombia, Facultad de Empresas Turísticas y Hoteleras 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.)

Copyright of Formación Universitaria is the property of Centro de Informacion Tecnologica (CIT) 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.)

AbstractDespite the increasing prevalence of algorithm-mediated public services, there continues to be a limited understanding of citizens’ perspectives on this matter, particularly in the Global South. This study explores citizens’ experiences as users and affected stakeholders of algorithm-supported decision-making. From a qualitative perspective, we conducted and analyzed face-to-face interviews (N = 27) in Santiago, Chile. From the standpoint of folk theories as behavior guides, we identified that people tend to associate AI and algorithms with expanding the State’s monitoring, organizing, and decision-making capacity. At the same time, they express a prevailing sense of trust, but with certain boundaries. This trust is influenced by factors, such as a belief in AI’s future promise, a need for human mediation, and limitations related to structural inequalities. These findings underscore the responsibility placed on technology developers and public policymakers, emphasizing the importance of adopting an intersectional and position-based approach to AI design. [ABSTRACT FROM AUTHOR]

This research delves into the profound effects of the COVID-19 pandemic on technical and technological education within Bolivia's Higher Education sub-sector, particularly focusing on Technical and Technological Training Institutes. The interruption of practical teaching, inherent in the curriculum of these institutes, due to stringent containment measures imposed by the Bolivian State since 2020, has presented significant challenges for both educators and students. Through a comprehensive examination employing interviews, surveys, and focus groups, the study identifies key concerns such as limited internet access, insufficient ICT proficiency, and pedagogical hurdles specific to technical subjects. The transition to virtual learning has widened the pedagogical gap in technical education, exacerbated by disparities in technological resources, particularly impacting rural educators and those teaching practical courses. Economic vulnerability among technical professionals, especially in the informal sector, underscores the necessity for financial literacy and access to credit. As Bolivia moves towards resuming in-person classes, the study advocates for sustained teacher training in ICTs, development of virtual labs for practical subjects, and targeted social programs to support vulnerable technical professionals. [ABSTRACT FROM AUTHOR]

Copyright of Revista de Derecho de la Seguridad Social, Laborum is the property of Ediciones Laborum S.L. 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.)

Purpose: This research aims to discover the relationship between social media usage (SMU) and the critical thinking ability (CTA) of university students, and to answer the question that whether social media dependence (SMD) affects the development of CTA, and thus providing a reference for the social media access strategy of academic libraries from the perspective of media information literacy. Design/methodology/approach: The research data were collected via 300 valid questionnaires whose respondents are students from three universities in China. Multistage stratified cluster sampling method was used to select the respondents, which guarantees statistical representativeness. A pre-test was conducted to ensure the validity of the questionnaire. Findings: It is shown that the total score of CTA and the six sub-dimensions are significantly positively correlated with SMU, but strongly negatively correlated with SMD. Based on the mediating effect testing, it is discovered that the degree of SMD can affect the promoting relations between the usage intensity of social media (UISM) and CTA. Clearly, SMU is a double-edged sword. While it narrows the digital gap in terms of accessibility, it widens the digital gap in terms of usage. Originality/value: The differences in SMU have a significant impact on the development of CTA of university students. This inspires us to consider the ability of "using social media in a balanced way" as an important evaluation and training direction when inquiring media literacy. As social media is becoming a critical channel in cultivating individual's thinking skills, it is highly suggested that the amount of time spent on reading fragmented information on the internet should be controlled. [ABSTRACT FROM AUTHOR]

Introduction. Researchers around the world are in search of new sources and drivers of economic development and growth. In this regard, digital economy is becoming one of the main internal factors stimulating the economic activity of the country and its regions. Therefore, its emergence, development and measurement are becoming a priority at present. Theoretical analysis. It is important to note that the formation and development of digital economy is associated with the main trends in economic development that have developed as a result of the third and fourth industrial revolutions. In this way, digital economy reflects the transition from the third to the fourth industrial revolution. Industrial revolutions are associated with a radical change in old technological modes and the emergence of completely new technologies that have a huge impact and contribute to the transformation of the economy and other areas. Empirical analysis. In the course of the study, the process of digital transformation was considered not only at the national level, but also at the level of the regions of the Russian Federation. It was revealed that digitalization within the country, in some regions, is extremely uneven. There is a small group of leading cities with a high level of digital development, and there are many regions that lag behind, in which the population has limited access to modern technologies. In addition to the gap in access to digital technologies and the Internet, there is an inequality in digital competencies, knowledge and skills of users, and ways of using technology. Results. In current reality, in order to ensure their development, competitiveness on the world stage, maintain sovereignty and national security, as well as to improve the standard of living and well-being of the population, states need to stimulate the digitalization of the economy and other spheres of society, approaching this comprehensively and systematically, develop roadmaps and national programs for the development of digital economy, follow their transition to digital economy and use foreign countries experience in the formation of its ecosystem. Their analysis will make it possible to compare and assess the level of digitalization in Russia, to develop recommendations for faster and higher quality digital development.

Copyright of Cuadernos del Centro de Estudios de Diseño y Comunicación is the property of Cuadernos del Centro de Estudios de Diseno y Comunicacion 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.)

While younger age groups tend to benefit more from technological devices, older groups can learn to use them effectively and acquire digital competencies. This study explores the impact of different learning approaches on the degree of competence older people can acquire with digital technologies. Specifically, we examine how intergenerational and family learning can influence seniors' attitudes towards technology and promote better use of digital devices. The main finding is that the appropriation of digital technologies by older persons depends on the configuration of a number of factors. This configuration reveals that there is not just one learning model to effectively acquire digital competencies, and that relational and motivational factors in particular must be considered in order to choose the most appropriate one. [ABSTRACT FROM AUTHOR]

In an increasingly digitized environment, with a heavy reliance on Information and Communication Technologies (ICT), the significance of digital competencies (DC) in the public sector is undeniably crucial. This study focuses on assessing the impact of DC on the productivity of public servants in a governmental entity in Peru during 2022. Utilizing logistic regression analysis on a sample of 134 participants, and asserting a 99% confidence level with a 3.8% margin of error, it is concluded that DC accounts for a significant proportion (24.9%) of productivity variability. The analysis identifies a deficiency in DC among older public servants, following an examination of skills in information, communication, creation, digital security, and digital empathy. While communication sk ills are prominent, creative abilities emerge as the most vulnerable aspect. This study advocates for the implementation of a training program aimed at enhancing DC, with a particular emphasis on creative skills, and adopting a tailored approach for digital natives and immigrants. The training plan should be underpinned by the proposed concept of DC within a directed acyclic diagram, illustrating the integration and interrelation of the five key digital skills - information, communication, creation, digital security, and digital empathy - thereby enhancing productivity through increased effectiveness and efficiency. [ABSTRACT FROM AUTHOR]

Copyright of Revista de Fomento Social is the property of ETEA 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.)

Copyright of Texto Livre / Texto Livre: Linguagem e Tecnologia is the property of Revista Texto Livre: Linguagem e Tecnologia 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.)

Copyright of Continue Education Research is the property of Harbin Normal 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.)

Purpose: The main purpose of this study is to examine the impact of digital inequality between those who have access to digital technology and those who do not, with the widespread digitization in education aimed at lifelong learning, equal opportunities in education, and support for professional development. The study seeks to explain the phenomenon of inequality that occurs globally and in Turkey in the field of education due to digital inequality. In this context, research and indices used to assess digital inequality worldwide and Turkey are examined to analyze the situation revealed by these measurements. It is aimed to contribute to the literature by understanding the dimensions of digital inequality in hybrid education and effectively addressing this issue. Method: In this study, digital inequality in hybrid education was evaluated using approaches to determine digital inequality, such as the Information and Communication Technologies (ICT) Development Index, Turkish Statistical Institute (TUIK) Household Information Technologies Usage Survey, and Network Readiness Index. The reflections on digital inequality in hybrid education were discussed with a comprehensive literature review using international and national comparisons. Findings: The findings of the study show that state and private sector actors have important responsibilities in addressing digital inequality. Conclusion: This study emphasizes the steps that need to be taken to raise awareness about digital inequality and ensure equal education opportunities. To fully realize the potential of hybrid education, it is essential for all stakeholders to work collaboratively in the fight against digital inequality. Originality: Examining the conceptual and theoretical literature on the relationship between digital inequality and hybrid education highlights the importance of this study. Additionally, it is thought that it can make a significant contribution to identifying potential areas for future research by filling existing knowledge gaps. [ABSTRACT FROM AUTHOR]

The Internet technology has had a visible impact on the daily work and lives of people, especially the youth. This paper aims to investigate the influence of Internet technology on labour income as well as the channels through which income is affected, with a variety of empirical methods. Using the Chinese Family Panel Survey (CFPS) in 2014 and 2018, we discover that a 'digital gap' in Internet use is emerging. First, young labour force with higher income and education, urban identity, and working in high-skilled industry earn more from Internet use than their peers. Second, the return of operational income is higher than the return of wage income. Third, the return on long-term Internet use is higher than the return on short-term Internet use; however, the return has tended to decline, particularly among the bottom 25% income groups. Forth, the Internet affects their income through three main channels: assisting learning, improving working efficiency, and promoting information sharing. We also offer a few policy suggestions (e.g. improving the allocation of Internet resources). [ABSTRACT FROM AUTHOR]

Copyright of Journal of Soochow University Philosophy & Social Sciences Edition is the property of Soochow 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 describes how to inculcate authentic pedagogy and blended learning at KKU in terms of digital transformation. The study is aimed at integrating classroom face-to-face learning experiences with online learning experiences and creating active learning entailing authenticity, which entails educational practice with respect to external reality. Besides, the construction of digital transformation, including technology, services, and security, bridges the digital gap to create collaborative, interactive, and personalized learning experiences. The study is based on quantitative and qualitative data collection instruments, including a pre-and post-test. The population of the study consists of students studying English language as an intensive course at KKU. The study sample is composed of two groups: the experimental group and the control group. The result of this study indicates that Authentic pedagogy and blended learning models improve students' English proficiency and maximize collaborative learning. Furthermore, it provides a more flexible learning environment, enjoyment, and student-centered, and the role of the teacher is a guide and facilitator. [ABSTRACT FROM AUTHOR]

Analyzing the digital gap of teachers implies making an analysis of intrinsic and extrinsic factors that allow a broader understanding of how and why this phenomenon occurs. The objective of this study is to identify the main analytical and methodological fields under which the digital divide in teachers and the factors related to it have been studied. The research was developed following the PRISMA statement, searching the Scopus, Web of Science and ERIC databases, using digital divide teacher and digital gap teacher as key descriptors. From this investigation, 31 records met the selection criteria established under the PICO methodology. The results suggest that it is important to diversify research methodologies of the digital divide as a multi-causal phenomenon; the need to delve deeper into the personal and sociocultural contexts and elements of teachers is also identified. Likewise, elements such as beliefs, attitudes and motivations that can constitute possible barriers around the implementation of technological resources in pedagogical practices. Finally, studies should not focus only on the implementation of technological resources, but should be directed towards the construction of the teacher's cultural capital. [ABSTRACT FROM AUTHOR]

Research background: Digitalization in the context of the COVID-19 pandemic has accelerated significantly across Europe, including in regions that are at the stage of catch-up development. However, as innovative technologies are intensively integrated into everyday life, the digital gap between the EU countries is increasing. The widening digital gap is becoming a serious threat to achieving the EU's sustainable development goals and building a sustainable European society. Purpose of the article: The purpose of the article was to empirically substantiate the inclusiveness and convergence of the digital strategy in the EU countries. Methods: Using the method of fuzzy sets, the level of asymmetry in access to transactional (e-commerce), information (cloud computing), operational (artificial intelligence) technologies in the EU countries was assessed. The negative impact of the digital gap within the countries (the gap between small, medium, large companies) and the global digital gap (the gap between EU countries) on the competitiveness of countries was established, for which correlation analysis and the Granger causality test were used. Findings & value added: The findings of this study contribute to the literature of digital transformation and digital gap of European countries. The impact of the digital gap in transactional, information, operational technologies on the competitiveness of countries is differentiated depending on the level of digitalization of the country. Cluster groups of countries are determined by the convergence of digitalization and ways to ensure long-term competitiveness. The directions for reducing the digital gap in the EU countries are substantiated by changing the priorities of spending on innovation and increasing productivity, diversifying the digital technologies used. The empirical results obtained can serve as a basis for improving the effectiveness of the digitalization policy in the EU countries in accordance with individual convergence goals. The main added value of the paper is related to the presented research procedure, which can be used in analyses of digital technologies development also for other countries. The results provide valuable insights into evaluating the digital technologies in European countries. [ABSTRACT FROM AUTHOR]

Copyright of Revista Espacios is the property of Talleres de Impresos Oma 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.)

Copyright of Revista Conexxión is the property of Red Univercom, S.C. 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.)

Scholarly literature on the economic consequences of robotisation at the microeconomic level often does not take into account the pronounced digital gap between small and medium-sized businesses and large ones. In this regard, theoretical and real estimates may differ for companies of different sizes. The article studies the relationship between robotisation and labour productivity in the Russian industry in the context of size groups of companies. Methodologically, the study relies on the theory of the firm and economic theories explaining the essence of labour productivity and methods for evaluating it. The research analyses the data about 725 Russian industrial enterprises for 2017 using the methods of regression modeling. The data was obtained in the course of the fundamental research programme at the HSE University. According to the results, only small and medium-sized enterprises have a significant and reliable relationship between the introduction of robots and labour productivity. Probably due to the complexity of business processes, large businesses need deeper and more elaborate robotisation to gain labour productivity benefits. The calculations also demonstrate a negative relationship between exports and labour productivity in large companies, which contradicts the ‘classical’ ideas about the impact of export activities on the efficiency indicators. This may indicate that the high labour productivity of a considerable part of large Russian enterprises proceeds from their monopoly position in domestic markets, while formally less productive companies, which do not occupy dominant positions, appear to be competitive and motivated enough to enter foreign markets. The findings can be useful for the leadership of enterprises, especially that of SMEs, for the managerial decision-making in terms of increasing productivity, in particular, through robotisation of production.

Abstract The COVID-19 pandemic brought about safe distancing measures that are unprecedented. This article details the impact of the pandemic across research studies involving older persons in Singapore, and assesses the different strategies used to adapt to their needs in the context of evolving public health measures. The pandemic exposed diverse experiences of vulnerability among older persons, pushing for critical reflections on ethics of participation and social inclusion as the new research normal. We emphasize the importance of practicing flexibility: consideration for differentiated approaches to recruitment and data collection that should be proactively embedded in research designs for older persons during the pandemic and beyond.

Copyright of Educación XX1 is the property of Editorial UNED 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.)

Social Development Management in the context of digital transformation is a new and necessary matter in Vietnam. This study is a cross-sectional study, surveying 430 officials and civil servants and 450 people in Ho Chi Minh City, Binh Duong, Tay Ninh (Vietnam) to analyze the current situation of social development management in the 6 main fields: sustainable poverty reduction; healthcare; education and training; gender equality; social safety, human security; the effectiveness and efficiency of the state of management in the context of digital transformation. The results show that both groups of participants have good and positive evaluations of social development management in these 6 (six) areas (mean ≥ 3.55). The ranking of social development management assessment of education, training, and healthcare in the context of digital transformation is the lowest. Chi-square correlation test on SPSS software version 25.0 shows that it is necessary to pay more attention to disadvantaged social groups to reduce inequality and digital gap when conducting social development management in the context of digital transformation (research significance, p-value < 0.05). The results of this study not only provide policy implications for localities but also suggest many in-depth research directions on this topic in the future, in the context of digital transformation. [ABSTRACT FROM AUTHOR]

In alignment with the sustainability strategy focusing on good governance, sustainable development, and racial harmony, this study investigates the access, use, and effects of ICT training on women in Sarawak. Its primary objective is to assess how ICT training benefits women in managing small homebased businesses. Data was gathered through questionnaires from 62 participants who attended training sessions in various Sarawak locations: Kota Samarahan, Sri Aman, Sarikei, Kuching, and Bako. This research holds significant importance for the state government, as it strives to increase the number of individuals with ICT skills and narrow the digital divide between urban and rural areas. The study reveals a strong consensus among respondents regarding the positive impact of ICT on empowering women, boosting their self-esteem, enriching their knowledge and skills, benefiting the socio-economic community, and fostering efficient management practices. The findings offer valuable insights into the effectiveness of ICT training for Sarawakian women engaged in home-based businesses. The mean scores for all variables indicate high agreement among respondents, with values exceeding four for each variable. This study underscores the substantial role of ICT in knowledge dissemination and empowering individuals, particularly in advancing gender equality. It suggests that ICT is an invaluable tool for successful training in rural areas and underscores the need for a systematic strategy to enhance ICT literacy. [ABSTRACT FROM AUTHOR]

Copyright of Revista Colombiana de Educación is the property of Universidad Pedaggica Nacional 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.)

Purpose – This paper aims to examine the factors that influence employee retention and turnover in the education business sector. Design/methodology/approach This research was conducted at private university in Bali, Indonesia. This study also include 115 lecturers and academic staff respondents. The data were collected by online questionnaire with a Likert scale of 5 and it was processed through the structural equation modelling-based partial least squares. Findings – This study found that training is positively related with job satisfaction and employee retention, and negatively affects employee turnover. Research limitations – This study is unable to generalize the issue due to the data collection that just from a single university, further studies may expand to cover additional demographics and industries for resulting more helpful and comprehensive results. Practical implications – This study gives practice a crucial contribution as it provides valuable guidance on how universities develop and retain talent. Providing regular training companies can retain employees. Originality/value – This result answers the research hypothesis and stated that the most crucial factor in determining the employees leaving is job satisfaction.

Objective: To analyze the possibilities and actions required to foster the introduction of technologies consistent with the term "agriculture 4.0" in Mexico. Design/Methodology/Approach: To identify providers of technology in Mexico. To present the cost-benefit equation regarding the adoption of said technology as applied to the cultivation of maize in different regions. To design and construct an adoption propensity index that will serve as a basis to propose focused and adequate actions to remove technology access barriers. Results: Mexico has a young and wide offer of technology, both tangible and intangible, where digital platforms of agricultural management, mobile apps, and remote monitoring predominate. The cost-benefit relationship offers a large margin to adopt new technologies. However, there are adoption barriers (related to education or infrastructure, for instance) that represent a challenge to different regions of the country: the northern, northeastern, and western states of Mexico are more likely to adopt new technologies. Study limitations/Implications: Further experimental and field analyses are required to delve deeper into potential additional barriers (culture-related, for example). Findings/Conclusions: The cost-benefit analysis offers a large margin for adoption. However, the propensity to adopt is associated to restricting factors such as the producers' educational level, the production unit's size and level of mechanization, the access to and use of Information and Communication Technologies, and the telecoms infrastructure, whose geographic disparity is significant. The public sector's intervention is desirable to reduce the gap between the supply and demand of technologies, as well as the access barriers to the latter. [ABSTRACT FROM AUTHOR]

Copyright of Human Review is the property of Eagora Science 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.)

Fully committed to a digital future and actively engaged in the transition to a digital economy, the European Union has issued (in March 2021) “2030 Digital Compass: the European way for the Digital Decade’. While setting the EU’s digital ambitions on Skills, Business, Infrastructures, and Public services, the Digital Compass also envisions an enhanced DESI” (Digital Economy and Society Index) to become an official and concerted instrument for monitoring the EU’s progress towards the stated targets. As regards Romania’s digital transformation path (and speed), its persistent lack of DESI performance compared to the EU average raised the question of whether there is something more / deeper that needs be identified, assessed, and properly managed to make Romania fit for the digital age (in general) and to Digital Europe (in particular). Therefore, the paper aims to explore Romania’s digital gap both top-down (via DESI lenses) and bottom-up (up to the “key competences and basic skills” evaluated by PISA, the OECD’s periodic assessment on student performance) - in search of DESI’s (deeper / hidden) determinants / causes needing to be addressed - due to their capacity to impact Romania’s fit for the digital age on the long run.

The objective of this documentary review was to analyze the notion of educational digital inclusion and establish the boundaries of the concept in relation to other terms. The conceptual mapping method was chosen (Tobón, 2004), wich consists of four phases: 1) search for documents relevant to the research problem, 2) definition of inclusion and exclusion criteria, 3) data analysis based on eight axes, and 4) interpretation of the results. A total of 40 documents were reviewed from the databases Dialnet and SciELO, as well as from the Fundación Ceibal repository. The results obtained make it possible to establish that it is often difficult to relate the term with educational inclusion (higher category) given that the latter is oriented towards equalize the conditions. In this sense, the link between both concepts has permeated a vision focused on the implementation of actions and strategies that, for the most part, do not consider the particularities of the institutions to which they are directed. Likewise, its association with the term innovation has weighed on the figure of the teacher, since it is assumed that the insertion of technological artifacts is enough to achieve innovative uses, without considering that the inclusion of these tools must be accompanied by the corresponding literacy processes.

The objective of this research was to identify barriers to the adoption of a technological innovation perceived by professors at a public university in southeastern Mexico, in which a strategy for the use of virtual classrooms was implemented as a measure to address the social distancing forced by the covid-19 pandemic. A descriptive, non-experimental, cross-sectional, quantitative descriptive study was carried out in which two groups of incident factors were considered: intrinsic (attitudes and beliefs; knowledge and skills) and extrinsic (available resources and educational system). A questionnaire with 30 items was designed and measured with a Likert-type scale and applied to 805 teachers. The results showed that teachers perceive extrinsic barriers as the most important in adopting technological innovations, especially those related to equipment and connectivity, while intrinsic barriers are are mainly focused on the beliefs, so the early adopters and early majority profiles are distinguished.