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The term digital divide was introduced in the mid-1990s and defined as the gap separating those who have access to new forms of information technology from those who do not. The digital divide remains an important public policy debate that encompasses social, economic and political issues. This paper presents a literature review and classification...
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... Focal point Related literature 2.2 Skills and experience A lack of ICTs skills and experience will widen the digital gap Sexton et al. (2002), Brown and Licker (2003), Hollifield and Donnermeyer (2003), Eastman and Iyer (2004), James (2004), Kebede (2004), Kalusopa (2005) There are a number of factors that contribute to this disparity, all of which must be dealt with if the divide is to be closed in any level. These factors can be summarized as shown in Figure 3. Interestingly, there are several factors, for example, skill and experience, education, cost of access, institutional structure, race, ethnicity, culture, psychological factors, direct network effects, content and the speed and quality of service, that many scholars have been paying attention to since 2005. ...
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... Several key concepts are central to understanding e-Government: • Digital Divide: This refers to the gap between individuals, households, businesses, and geographic areas at different socio-economic levels concerning their opportunities to access ICTs and their Internet use for a wide variety of activities. The digital divide is a critical concern in e-Government, as it influences who benefits from digital government services and who is left behind, thereby impacting the inclusivity and effectiveness of these initiatives (Akindote et al., 2023;Cullen, 2003;Ewim et al., 2023;Oguejiofor et al., 2023;Riggins & Dewan, 2005;Srinuan & Bohlin, 2011). • Governance Models: E-Government governance models define how digital initiatives are organized, managed, and monitored. ...
This review paper explores the dynamics, challenges, and successes of Africa-US collaborations in e-Government, highlighting the significant impact of digital governance initiatives on improving public service delivery and governance. Through an examination of theoretical frameworks, key concepts, and contextual differences, the paper synthesizes lessons learned and best practices from these international collaborations. It identifies critical success factors, including leadership, stakeholder engagement, and capacity building, while also addressing common challenges such as the digital divide and technological infrastructure. Emerging trends such as artificial intelligence, blockchain, and digital identity systems offer new avenues for future collaborations. The paper concludes with recommendations for strengthening these partnerships, emphasizing the importance of technology transfer, policy harmonization, and sustainable development goals alignment. Keywords: E-Government, Digital Governance, Africa-Us Collaborations, Technology Transfer, Digital Divide, Emerging Technologies.
... The concept of the "digital divide" has been around since the mid-1990s (Srinuan & Bohlin, 2011). Since then, a plethora of research has taken place to better understand the drivers and implications for what has been deemed as the number one threat to economic growth in the 21st century (Boston Consulting Group, 2012). ...
... The digital divide poses a significant challenge to the effective integration of AI in education, as students who lack access to technology or reliable internet connectivity may be excluded from participating fully in AI-enabled learning experiences and may not benefit from personalized instruction and digital learning resources. To bridge the digital divide, concerted efforts are needed to expand access to affordable broadband internet and computing devices in underserved communities, as well as to provide digital literacy training and support to students and educators (Ghobadi, and Ghobadi, 2015;Srinuan, and Bohlin, 2011). Additionally, partnerships between governments, educational institutions, and technology companies can help address infrastructure gaps and promote digital inclusion initiatives aimed at narrowing the digital divide and ensuring equitable access to AI-powered educational opportunities for all students (Ehimuan, et al., 2024;Warschauer, 2004;Jaeger, et al., 2012). ...
Integrating Artificial Intelligence (AI) in education presents a promising frontier with manifold opportunities, yet it also poses significant challenges and necessitates ethical considerations. This review explores the multifaceted landscape of AI integration in education, highlighting its potential to revolutionize traditional pedagogical approaches, personalize learning experiences, and streamline administrative tasks. However, it also addresses the challenges pertaining to implementation, including issues related to accessibility, data privacy, and the digital divide. The opportunities afforded by AI in education are vast and transformative. AI-driven technologies have the capacity to adapt instruction to individual learning styles, thereby enhancing student engagement and academic outcomes. Additionally, AI-powered tools can automate administrative tasks, allowing educators to allocate more time to meaningful interactions with students. Moreover, AI holds promise in facilitating the creation of immersive learning environments through virtual reality and augmented reality applications, enriching the educational experience. Nevertheless, the integration of AI in education presents ethical considerations that warrant careful examination. Concerns regarding data privacy and security arise as educational institutions collect and analyze vast amounts of student data. Moreover, there are apprehensions about the potential for AI algorithms to perpetuate biases or reinforce inequalities if not implemented with conscientious oversight. Furthermore, questions surrounding the ethical use of AI in assessing student performance and making consequential decisions underscore the importance of establishing transparent and accountable practices. While the integration of AI in education offers unprecedented opportunities for innovation and improvement, it is imperative to navigate the associated challenges with diligence and ethical foresight. By addressing these challenges thoughtfully, stakeholders can harness the full potential of AI to cultivate equitable, inclusive, and effective educational environments.
... It was very challenging for students whose parents lacked the technical expertise to continue their education online. In the middle of the 1990s, the concept of a "digital divide" was coined to describe the disparity between those who have access to the Internet and those who do not (Srinuan and Bohlin, 2011). As a result of COVID-19, a digital divide has emerged among young people. ...
COVID-19 had repercussions in many fields, including education. Although society worldwide was affected, students and the academic sector were hit hardest. Distance learning was used by almost all governments globally during the pandemic to keep education going when schools were closed. Lockdown, maintaining social distance, online classes, financial insecurity of the parents, etc., have tremendous impacts on students’ academic performance and mental health. The primary aim of this article is to review the existing literature to explore how COVID-19 affects students’ academic performance and poses a threat to their mental health. We reviewed 88 articles published between 2020 and 2023 and found that students from low-income backgrounds face disproportionate educational barriers. Converting from face-to-face to online classes was not equally smooth for students from all backgrounds. We also found that various life circumstances negatively affected students' mental health, including concerns about contracting a disease, financial difficulties, isolation from peers, the death of a parent, and the transition to online education. Worry, despair, and stress have all reached potentially lethal heights due to COVID-19 among students. Geographical disparities in the impacts of COVID-19 were seen, with certain nations seeing a greater degree of influence, particularly in the realm of education. We urge the stakeholders and policymakers to better prepare for and manage this type of crisis in the future. We also suggest that teachers, parents, and policymakers enhance students' virtual communication effectiveness while acquiring new knowledge and implementing more systematic approaches to fostering students' cognitive growth.
... although technology-mediated approaches offer certain advantages, it is important to acknowledge the presence of challenges and considerations in their implementation. the efficacy of these interventions, particularly in marginalized populations, can be impeded by the digital divide, restricted technology access and disparities in digital literacy (Srinuan & Bohlin, 2011). in addition, it is imperative to prioritize the verification of online financial education resources to cultivate trust and confidence among learners. ...
... Servon and kaestner (2008) emphasize the influence of online banking on clients with lower incomes, whereas valencia et al. (2018) investigate the correlation between the usage of information and communication technology (ict) and the levels of financial education in latin america. it is essential to tackle the difficulties associated with digital literacy, language proficiency and cultural appropriateness, as highlighted by Srinuan and Bohlin (2011). ...
Financial education mediated by technology has the potential to reduce disparities in financial literacy in developing countries. Technology-mediated financial education provides numerous advantages, such as scalability, cost-effectiveness, adaptability and the capacity to reach underserved populations. Nevertheless, it is important to acknowledge the existence of certain obstacles in this context. These challenges encompass issues such as insufficient infrastructure, disparities in access, language and cultural barriers, as well as the exclusion of marginalized communities. This research article critically examines the existing body of literature on Technology mediated financial education in developing countries and highlights three significant domains that warrant further investigation: comprehensive evaluations of long-term effects, comparative analyses of different delivery approaches and the development of inclusive research methodologies. The research also provides suggestions for policymakers, educators and practitioners, which encompass investing in digital infrastructure, engaging in collaborative efforts with stakeholders, designing customized interventions and implementing comprehensive monitoring and evaluation frameworks.
... En nous intéressant à l'utilisation des technologies de l'information et de la communication dans les pays en développement, nous trouvons dans la littérature que la disponibilité des infrastructures technologiques, la connectivité, le coût d'accès (Srinuan et Bohlin, 2011 ;Helbig et al., 2009), le manque d'incitations, l'alphabétisation et l'éducation numérique (ITU, 2016 ;McKinsey et Company, 2014), entre autres, sont des facteurs explicatifs de l'utilisation des technologies de l'information et de la communication dans les pays en développement. Nous distinguons également d'autres facteurs explicatifs tels que les aspects juridiques et réglementaires, la taille du ménage, le secteur d'activités (Srinuan et Bohlin, 2011), les facteurs économiques, sociaux et culturels comme le niveau d'éducation (Forenbacher et al., 2019 ;Srinuan et Bohlin, 2011 ;Helbig et al., 2009), l'âge, le genre, le niveau de connaissance et les perceptions sur les technologies de l'information et de la communication (Srinuan et Bohlin, 2011), la localisation (Forenbacher et al., 2019 ;Srinuan et Bohlin, 2011), le niveau de revenu (Forenbacher et al., 2019 ;ITU, 2016 ;McKinsey et Company, 2014 ;Srinuan et Bohlin, 2011) et l'accès du ménage à l'électricité (Forenbacher et al., 2019 ;Armey et Hosman, 2016 ;Srinuan et Bohlin, 2011). ...
... En nous intéressant à l'utilisation des technologies de l'information et de la communication dans les pays en développement, nous trouvons dans la littérature que la disponibilité des infrastructures technologiques, la connectivité, le coût d'accès (Srinuan et Bohlin, 2011 ;Helbig et al., 2009), le manque d'incitations, l'alphabétisation et l'éducation numérique (ITU, 2016 ;McKinsey et Company, 2014), entre autres, sont des facteurs explicatifs de l'utilisation des technologies de l'information et de la communication dans les pays en développement. Nous distinguons également d'autres facteurs explicatifs tels que les aspects juridiques et réglementaires, la taille du ménage, le secteur d'activités (Srinuan et Bohlin, 2011), les facteurs économiques, sociaux et culturels comme le niveau d'éducation (Forenbacher et al., 2019 ;Srinuan et Bohlin, 2011 ;Helbig et al., 2009), l'âge, le genre, le niveau de connaissance et les perceptions sur les technologies de l'information et de la communication (Srinuan et Bohlin, 2011), la localisation (Forenbacher et al., 2019 ;Srinuan et Bohlin, 2011), le niveau de revenu (Forenbacher et al., 2019 ;ITU, 2016 ;McKinsey et Company, 2014 ;Srinuan et Bohlin, 2011) et l'accès du ménage à l'électricité (Forenbacher et al., 2019 ;Armey et Hosman, 2016 ;Srinuan et Bohlin, 2011). ...
... En nous intéressant à l'utilisation des technologies de l'information et de la communication dans les pays en développement, nous trouvons dans la littérature que la disponibilité des infrastructures technologiques, la connectivité, le coût d'accès (Srinuan et Bohlin, 2011 ;Helbig et al., 2009), le manque d'incitations, l'alphabétisation et l'éducation numérique (ITU, 2016 ;McKinsey et Company, 2014), entre autres, sont des facteurs explicatifs de l'utilisation des technologies de l'information et de la communication dans les pays en développement. Nous distinguons également d'autres facteurs explicatifs tels que les aspects juridiques et réglementaires, la taille du ménage, le secteur d'activités (Srinuan et Bohlin, 2011), les facteurs économiques, sociaux et culturels comme le niveau d'éducation (Forenbacher et al., 2019 ;Srinuan et Bohlin, 2011 ;Helbig et al., 2009), l'âge, le genre, le niveau de connaissance et les perceptions sur les technologies de l'information et de la communication (Srinuan et Bohlin, 2011), la localisation (Forenbacher et al., 2019 ;Srinuan et Bohlin, 2011), le niveau de revenu (Forenbacher et al., 2019 ;ITU, 2016 ;McKinsey et Company, 2014 ;Srinuan et Bohlin, 2011) et l'accès du ménage à l'électricité (Forenbacher et al., 2019 ;Armey et Hosman, 2016 ;Srinuan et Bohlin, 2011). ...
Cet article évalue l’impact de l’utilisation des téléphones mobiles sur la pauvreté des ménages agricoles au Niger. En utilisant les méthodes d’estimation de l’appariement par le score de propension (PSM) et de l’ajustement de régression par pondération à probabilité inverse (IPWRA), il ressort que l’utilisation des téléphones mobiles par les ménages agricoles ruraux au Niger a un impact négatif et significatif sur l’intensité et la gravité de leur pauvreté. Cependant, les ménages agricoles situés en milieu rural ont moins de chance d’utiliser les téléphones mobiles. Un accent doit être mis sur l’utilisation des téléphones mobiles principalement en milieu rural pour réduire la pauvreté au Niger.
... From a broader perspective, the extensive literature studying the digital divide summarized by Srinuan and Bohlin (2011) identifies the following determinants of the digital divide: availability of infrastructure including existing technologies, such as landline phones or mobile phones; (per capita) income; skills, experience, education and literacy; age; occupation; gender and marital status; language, culture and ethnicity; psychological factors, such as trust; direct network effects enhanced by more ICT users in the corresponding region. (see Srinuan and Bohlin (2011), p. 8ff.). ...
An innovative model describing the convergence of technology use at the micro level is introduced. ICT (information and communication technology) ownership, measured as the number of smartphones within a household, depends upon socioeconomic characteristics , such as income, education, technologies and occupation. ICT ownership and the socioeconomic characteristics are specified in relative terms between household pairs. Indicators for jointly belonging to a social group define a new explanatory variable type. Applying this model to survey and geographic data on rural households in Thai-land and Vietnam, Heckman-type regressions show that better education and existing technologies unequivocally enhance convergence of ICT ownership among households, whereas the effect of social groups depends on the specific group. Self-employment or employment outside agriculture enhance convergence, whereas farming or employment in agriculture lead to divergence. The results advice policymakers to support the spread of ICT that provides access to valuable information and creates income-generating opportunities.
... Researchers suggest that age is not only a factor upon which digital divide is based (Lai & Hong, 2015;Thinyane, 2010), rather it is the matter of technology experiences partaken by the individuals. As defined by Srinuan & Bohlin (2019), the term Digital Divide is disparity between two groups of people, one group having access and efficient utilization of digital technology and other group who do not. ...
Digitalization has profoundly transformed the organizational processes,activities, experiences and teaching-learning models to fully persuade theshifts and prospects of a blend of digital technologies and their elevatingeffects across whole education sector in an ordered, strategic andhighlighted way. Teacher education is highly influenced by the digitaltransformation globally. In Pakistan, it is imperative to digitallytransform teacher education so that by overcoming the current prevailingchallenges. Digital divide is one of the biggest challenges predominatedin teacher education which necessitates to be bridged for meetinglearning needs of prospective teachers. This research study wasconducted to analyze the need and ways to bring digital transformation inteacher education by bridging the digital divide between teachereducators and prospective teaches. The study was descriptive in naturewhich followed quantitative method whereas sample of this studycomprised of prospective teachers and teacher educators from educationdepartments of three universities of Lahore. The study revealed that thereis a dire need to bring digital transformation in teacher education, whilethere exists a prominent digital divide where prospective teachers arecomparatively more superior in digital competencies and digital literacy.It was also found that digital transformation and digital divide are closelyrelated and occurrence of digital transformation is dependent uponapplying strategies to bridge digital divide. The study suggests that ifteacher education institutions employ some digital divide-bridging strategies like e-Training, digitization of curriculum, enhancing digital infrastructure and devising digital strategies, it is possible to beget digital transformation in teacher education.
... Other research focuses on the multidimensional approach pointing out the factors infl uencing the digital divide ( van Dijk, 2002( van Dijk, , 2006Helbig et al., 2009;Srinuan & Bohlin, 2011). Among these factors, research focuses on income/socioeconomic status (SES)/GDP per capita assuming that an individual or country in a more privileged socio-economic situation is expected to have a smaller digital gap (Yoon et al., 2020). ...
... The term "digital divide," popularized by Larry Irving 17 , refers to the access to technology or technical skills as the primary driver of social change with individual or societal factors acting as secondary causes. 18 Early studies defined the "digital divide" as a binary concept that represented a disparity in physical access between those who "have" and "do not have" actual access to cyberspace, digital devices, the internet, and other cybernetic technology. 19 This binary explanation of the digital divide was criticized by later researchers as being overly simplistic. ...
Digital exclusion has a protracted influence on young people’s ability to participate in
public forums online, such as voicing concerns, presenting opinions, and having meaningful conversations. Because digital citizenship is based on the responsible use of information and technology, the education system must foster digital literacy among all students, as they will carry out their democratic responsibilities in the future. According to Castells, power is now concentrated in
networks, whose logic is stronger than the grids. The assertion, which stresses the power of networks and keeping interconnected to the world of knowledge, serves as the starting point for this investigation. The digital isolation of the poor, particularly adolescents, can be detrimental to society’s growth in the information age. This article examines the theoretical aspects of the issue in detail to bring out substantial outputs.
