Digital Educational Poverty and New Inequalities: A Sociological Perspective on Contemporary Stratification Processes
DOI:
https://doi.org/10.13129/3035-1383/asmc-5565Resumen
Background: The phenomenon of digital educational poverty represents a complex manifestation of contemporary inequalities, in which the traditional digital divide evolves from an infrastructural barrier into a cognitive and social obstacle.
Method: The methodology is based on a comparative-deductive approach. The study uses the Italian context as an emblematic case study to analyze the intersections between educational deficits and the digital divide. By integrating a systematic review of the international literature with a secondary analysis of institutional datasets (Istat, OECD), the research aims to validate the Educational Poverty Index (EPI) as a methodological framework for measuring digital inequalities on a global scale.
Results: A cross-analysis of the data reveals an uneven distribution of digital skills. The analysis shows that a lack of digital literacy not only undermines educational success but also significantly affects career paths and access to digital services provided by the government.
Conclusion: Ultimately, the study frames digital educational poverty not as a phenomenon in its own right, but as a critical determinant that fuels the cycle of social inequality. To understand the mechanisms of contemporary social stratification, it is essential to view the digital dimension as an endogenous variable in educational processes.
Keywords: Digital educational poverty, digital divide, inequalities
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