Tackling and Resolving the Digital Divide: Understanding the Global Impact

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The digital divide, characterized by disparities in access to information and communication technology between different social classes, has emerged as a critical issue with far-reaching implications. This worldwide problem demands a comprehensive, multidimensional approach from governments and international organizations, as emphasized in a report by the OECD that warned of the potential for severe inequality. Notably, COVID-19 pandemic and the education are deeply related with this issue.

OECD, (2021). Bridging Digital Divides in G20 Countries. OECD.

While the concept of the digital divide is not new, COVID-19 has magnified its impact. In response to the pandemic, certain countries' governments and international organizations have implemented digital platforms to disseminate accurate information. However, those without access to technology are unable to benefit from these resources. Consequently, misinformation regarding COVID-19 has proliferated, leading to repeated instances of individuals falling victim to reinfection due to misguided measures.

Stephen Noakes, (2019). Lloyds Bank Consumer Digital Index. Lloyds Banking Group.

The role of information accessibility in taking measures against infectious diseases cannot be underestimated. According to Lloyds Bank Consumer Digital Index 2019, it was found that 22% of population (11.9 million) in UK does not have the essential digital skills that are necessary for daily lives. People who are unable to access medical services through smartphone applications can be exposed to the risk of reinfection. As a result, the information gap has contributed to the cycle of reinfection.

UNESCO, (2021). Global Monitoring of School Closures Caused by the COVID-19 Pandemic.

Obiageri Bridget Azubuike, Oyindamola Adegboye, Habeeb Quadri, (2021). Who Gets to Learn in A Pandemic? Exploring the Digital Divide in Remote Learning during the COVID-19 Pandemic in Nigeria*.* International Journal of Educational Research Open, Volume 2.

Education has also been severely impacted by the digital divide. UNESCO estimates that approximately 1.5 billion learners worldwide have been affected by school closures. Online classes have not been able to mitigate inequality adequately. A study conducted in Nigeria, involving 557 students and 626 parents, revealed that socioeconomic status and school enrollment—whether public or private—were influential factors in accessing online education.

Recognizing the influence of socioeconomic variables on the education sector, international organizations are striving to support the socially disadvantaged through innovative digital platforms. Nonetheless, the gap persists. UNCTAD(United Nations Conference on Trade and Development) highlighted the heightened vulnerability of the Least Developed Countries(LDCs, Least Developed Countries) to inequality. While 95% of British children have internet access, the figures stand at 41.6% in Colombia and a mere 12% in Nepal.

To address the digital divide effectively, a contextual approach is imperative. Developed countries with adequate infrastructure must prioritize digital education for the marginalized people. In developing nations, where infrastructure deficiencies and class disparities coexist, investments in digital transformation and educational support must be taken simultaneously. Consequently, a multidimentional approach becomes paramount in resolving digital divides.