Digitally disengaged and digitally unconfident children in Europe

Sara Ayllón; Samuel Lado; Maria Symeonaki

doi:10.1007/978-3-031-46929-9_2

Digitally disengaged and digitally unconfident children in Europe

Sara Ayllón
, Samuel Lado
, Maria Symeonaki

Department of Economics

Panteion University of Social and Political Sciences

Research output: Chapter in Book/Conference proceeding › Book chapter › peer-review

Abstract

The increasing use of information and communications technologies (ICT) in education has raised concerns about exacerbating existing educational inequalities, particularly for students who lack interest or confidence in using digital devices. Drawing from data of the Programme for International Student Assessment (PISA), this chapter documents the extent to which school-aged children in Europe are digitally disengaged and/or lack digital confidence. We also analyse the socio-economic and demographic characteristics that describe both profiles. By shedding light on these challenges, this research can inform policies and interventions aimed to ensure equitable access and success in digital learning environments.

Original language	English
Title of host publication	Understanding The Everyday Digital Lives of Children and Young People
Publisher	Springer International Publishing
Pages	27-55
Number of pages	29
ISBN (Electronic)	9783031469299
ISBN (Print)	9783031469282
DOIs	https://doi.org/10.1007/978-3-031-46929-9_2
Publication status	Published - 29 Feb 2024

Keywords

Digital confidence
Digital interest
PISA
Second-level digital divide

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10.1007/978-3-031-46929-9_2

Cite this

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AB - The increasing use of information and communications technologies (ICT) in education has raised concerns about exacerbating existing educational inequalities, particularly for students who lack interest or confidence in using digital devices. Drawing from data of the Programme for International Student Assessment (PISA), this chapter documents the extent to which school-aged children in Europe are digitally disengaged and/or lack digital confidence. We also analyse the socio-economic and demographic characteristics that describe both profiles. By shedding light on these challenges, this research can inform policies and interventions aimed to ensure equitable access and success in digital learning environments.

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ER -

Digitally disengaged and digitally unconfident children in Europe

Abstract

Keywords

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