Measuring the global information society - explaining digital inequality by economic level and education standard

A main focus of this research paper is to investigate on the explanation of the 'digital inequality' or 'digital divide' by economic level and education standard of about 150 countries worldwide. Inequality regarding GDP per capita, literacy and the so-called UN Education Index s...

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Bibliographic Details
Published in:	IOP conference series. Materials Science and Engineering 2017-02, Vol.173 (1), p.12021
Main Author:	Ünver, H
Format:	Article
Language:	eng
Subjects:	Cell phones Convergence Data analysis Digital divide Economics Education Empirical analysis Inequality Internet Linear functions Penetration Regression analysis Scientific papers Sustainable development
Online Access:	Get full text
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Summary:	A main focus of this research paper is to investigate on the explanation of the 'digital inequality' or 'digital divide' by economic level and education standard of about 150 countries worldwide. Inequality regarding GDP per capita, literacy and the so-called UN Education Index seem to be important factors affecting ICT usage, in particular Internet penetration, mobile phone usage and also mobile Internet services. Empirical methods and (multivariate) regression analysis with linear and non-linear functions are useful methods to measure some crucial factors of a country or culture towards becoming information and knowledge based society. Overall, the study concludes that the convergence regarding ICT usage proceeds worldwide faster than the convergence in terms of economic wealth and education in general. The results based on a large data analysis show that the digital divide is declining over more than a decade between 2000 and 2013, since more people worldwide use mobile phones and the Internet. But a high digital inequality explained to a significant extent by the functional relation between technology penetration rates, education level and average income still exists. Furthermore it supports the actions of countries at UN/G20/OECD level for providing ICT access to all people for a more balanced world in context of sustainable development by postulating that policymakers need to promote comprehensive education worldwide by means of using ICT.
ISSN:	1757-8981 1757-899X