The digital divide, or more accurately, digital divides, refers to the various forms of inequality (in access, usage, etc.) in the field of information and communication technologies (ICTs). These inequalities have important social implications. The digital “divide” is not limited to a simple division between those who can access technologies and those who cannot. In reality, each and every one of us may find ourselves, at some point, in a situation where access to a service is impossible, where we do not know how to use it, or where we are not able to fully exploit it. It is therefore more a matter of viewing it as a continuum rather than a binary concept.
The access divide
The access divide is the first level of digital divide, easily identifiable and measurable. It refers to whether or not there is access to stable, high-quality devices and internet. According to a study by the International Telecommunication Union (ITU) [1], 1/3 of the world’s population, or about 2.6 billion people, does not have access to the Internet. The disparity between rural and urban areas is marked: on average, 76% of the urban population has access to the Internet, compared to 39% in rural areas [2]. Internet access is also influenced by purchasing power. Those with higher incomes often enjoy unlimited access, whereas individuals with modest means tend to opt for prepaid plans with limited access. Despite some progress, equal access to the Internet remains a challenge. Solutions like satellite Internet aim to improve this situation, albeit expensive.
The access divide is not limited to connectivity. It also includes owning a smartphone or computer. Not having access to these devices makes it difficult to use certain services, follow online courses or work remotely. This situation then creates inequalities in the development of digital skills, which leads us to the second type of digital divide.
The usage divide
The usage divide, or second-level digital divide, refers to a situation where a person has access to the Internet and a device, but has difficulty using the services available. An ITU study found that in the 40 countries surveyed, less than half of people with Internet access and a computer did not know how to attach a file to an email. If you think about it, it’s quite common to come across situations where people close to us ask for help with online procedures or to solve problems with their phone or TV.
Digital education is therefore essential, encompassing the fundamentals of using digital devices and services, such as using a computer, sending emails, creating documents and using social media responsibly. It is also essential to learn how to identify online scams.
However, the usage divide can also result from a poorly designed or inaccessible digital service. Thus, a person may encounter difficulties with a service that is not intuitive, which creates an inequality not due to a lack of skills, but to flaws in the design of the service.
It is therefore also the responsibility of professionals in the world of technology to develop accessible and inclusive services, capable of being used by as many people as possible. A classic example is that of people with color blindness who often have difficulty distinguishing between the colors red and green. If a service relies solely on color-coding to convey information, such as using a green color to indicate success and a red color to indicate failure, it is obvious that these people will run into usability issues. Inappropriate design choices can thus lead to a usage divide, regardless of the user’s digital skills.
What are the consequences?
For people with limited digital skills, the exclusion of services and products accessible through digital technologies is a concern. They are deprived of learning opportunities, skills development and have limited access to e-commerce and online procedures. This complicates their integration into a society that is increasingly focused on digital presence. As society evolves, digital skills will become essential, which risks exacerbating existing inequalities.
What to do then?
Knowing that some people have limited digital skills, it is imperative to provide them with options, ranging from access to the internet and devices, to educational resources to develop their skills. In addition, for those who do not want to or cannot learn to use digital tools, accessible and quality alternatives to online services and procedures must be offered, without necessarily requiring a long and complicated journey.
Finally, digital service designers have a responsibility to ensure that their solutions are inclusive, by carefully considering their implementation to avoid contributing to divides and inequalities between individuals.
The skills divide
This third-level digital divide refers to a situation where a person has access to the Internet and a computer and knows how to use online resources, but has difficulty in selecting, evaluating and using available information or services effectively. This makes it difficult for them to take full advantage of the services offered.
It is not enough to know how to look for information; It is also essential to be able to criticize this information, discern its veracity and consult the sources of information found. In addition, you need to be able to produce content, such as writing a document or publishing an article online based on this information, which implies moving from a passive consumption of information to an active and critical role.
However, many people use digital services primarily for entertainment, without the skills to operate more complex programs or services. For example, some may have a mobile phone without access to a computer, limiting their interactions with more complex digital tools.
And this question is all the more important as mastery of digital skills has become a requirement in many jobs, a trend that will only grow. People with these skills therefore have an advantage over those who do not, creating inequalities in access to better job opportunities. At this stage, it is also essential that those designing digital solutions take into account the needs of end-users, ensuring that their softwares and services are as simple and accessible as possible.
The gender divide
This divide is transverse to the three types of gaps mentioned above. Just like in society, discrimination and inequality exist in the digital world. Online interactions are linked to the social dynamics that underpin them. The digital world, far from being sanitized and isolated, reflects the problems encountered in reality. Inequalities, such as those related to gender, manifest themselves in this space, because it is we, as individuals, who create and shape this environment.
For example, women are particularly under-represented in the ICT sector. In Europe, they accounted for 17% of ICT specialists in 2019 [3]. This can lead to gender bias in the software, services and algorithms developed, as well as discrimination in the job market. In addition, women are much more likely to be victims of cyberbullying and cyberharassment, which pushes them to adopt avoidance strategies, such as deleting accounts on social networks, self-censorship, or even abandoning certain online spaces or services altogether. By this exclusion, they are deprived of access to essential services [4].
Although it is sometimes difficult to perceive, social problems such as discrimination and inequality are therefore reflected in the digital field. Conversely, digital inequalities contribute to exacerbating social problems already present in our physical environment.
Global consequences
Like any form of inequality or discrimination, the digital divide has significant consequences for the people who suffer from it. This was illustrated during the COVID-19 pandemic: digital skills were crucial for pursuing studies and working remotely, highlighting the difficulties faced by those who lacked these skills or did not have access to a computer or high-speed internet connection.
This situation leads to isolation, especially for people living in rural areas where access to the internet is sometimes limited, excluding them from the digital space and restricting their opportunities to access information and knowledge.
Moreover, as mentioned earlier, the digital divide accentuates economic disparities, as people with limited digital skills are often excluded from certain jobs due to their lack of knowledge.
Finally, it should be remembered that digital divides concern everyone. For example, moving to an area with less reliable internet access can create an access deficit for people who always had good access when they lived in the city. Another example is that some services may become more complex to use, especially if they are not designed with users’ needs in mind (particularly in terms of accessibility), which can lead to inequalities in use.
What can we do to reduce these gaps?
As a software developer, I think it’s crucial for those who work in technology not to limit yourself to a select group of users when creating solutions. We must strive to broaden our vision and design accessible and inclusive services, so as not to deepen the existing digital divide. This includes designing data-efficient solutions, while taking into account the different types of digital divide cited in this article. Furthermore, we should promote diversity on the development teams.
It is also essential not to force people with fewer digital skills to use digital services exclusively. As far as possible, alternative solutions must be thought of, such as a telephone number or a time slot to physically go and access the service, thus guaranteeing their autonomy.
Références
[1] International Telecommunication Union (2023), « Population of global offline continues steady decline to 2.6 billion people in 2023 » : https://www.itu.int/en/mediacentre/Pages/PR-2023-09-12-universal-and-meaningful-connectivity-by-2030.aspx
[2] United Nations (2021), « Malgré un essor, près de 3 milliards de personnes ne sont toujours pas connectées à l’Internet (UIT) » : https://news.un.org/fr/story/2021/11/1109682
[3] European Commission (2019), « Women in Digital » : https://digital-strategy.ec.europa.eu/en/library/women-digital
[4] United Nations (2023), « Les femmes, premières victimes du harcèlement en ligne » : https://unric.org/fr/les-femmes-sont-les-premieres-victimes-du-harcelement-en-ligne/. For more figures : The Economist Intelligence Unit, « Measuring the prevalence of online violence against women » : https://onlineviolencewomen.eiu.com/