The digital divide in primary schools: main manifestations and determining factors
DOI:
https://doi.org/10.48082/espacios-a26v47n04r04Keywords:
digital divide, primary schools, digital literacy, determinants, infrastructure and connectivityAbstract
This article carries out a systematic review of scientific articles between 2020-2025, with the purpose of analyzing the evolution of the digital divide at the primary level, identifying its main manifestations and factors that have determined its increase. When reviewing 38 studies from the Scopus, Scielo and WoS databases, three manifestations were identified: differences in access to infrastructure and connectivity, inequalities in literacy and digital skills; and limitations in teacher training for the pedagogical use of ICT.
References
Acuña-Torres, L., Alvarado, A., & Medina, D. A. (2025). Impacto de la pizarra digital interactiva en la comprensión lectora de estudiantes de primaria. Revista InveCom, 5(2). https://doi.org/10.5281/zenodo.13851692
Alves, M. M. S., Ferrete, A. A. S. S., Vasconcelos, A. D., & Santos, W. L. (2024). Digital humanization in remote education: Challenges experienced by basic education teachers in the pandemic overview. REVISTA IBEROAMERICANA DE EDUCACION, 94(1), 17-36. https://doi.org/10.35362/rie9416072
Amate, J. J. S., de la Rosa, A. L., Cáceres, R. G., & Serrano, A. V. (2021). The effects of covid-19 in the learning process of primary school students: A systematic review. Education Sciences, 11(10). Scopus. https://doi.org/10.3390/educsci11100654
Anaya, T., Montalvo, J., Calderón, A. I., & Arispe, C. (2021). Escuelas rurales en el Perú: Factores que acentúan las brechas digitales en tiempos de pandemia (COVID-19) y recomendaciones para reducirlas*. Educación, 30(58), 11-33. https://doi.org/10.18800/educacion.202101.001
Anderete, M. (2020). Las desigualdades educativas durante la pandemia en la educación primaria de Argentina. Revista Andina de Educación, 4(1), 5-10. https://doi.org/10.32719/26312816.2021.4.1.1
Baeza-González, D. A., Lázaro-Cantabrana, J. L., & Sanromà-Giménez, M. (2022). Assessment of primary education students’ digital competence in Catalonia. Pixel-Bit, Revista de Medios y Educacion, 64, 265-298. Scopus. https://doi.org/10.12795/pixelbit.93927
Bustillo, E., & Aguilos, M. (2022). The Challenges of Modular Learning in the Wake of COVID-19: A Digital Divide in the Philippine Countryside Revealed. Education Sciences, 12(7). Scopus. https://doi.org/10.3390/educsci12070449
Child, G. S., & Song, K. (2023). Digital Inequities: Promoting Digital Justice during the COVID-19 Pandemic. Sustainability (Switzerland), 15(17). Scopus. https://doi.org/10.3390/su151712862
Chomunorwa, S., Mashonganyika, E. S., & Marevesa, A. (2023). Digital transformation and post-Covid-19 education in South Africa: A review of literature. South African Computer Journal, 35(1), 91-100. Scopus. https://doi.org/10.18489/sacj.v35i1.1101
de Melo Neto, J. A., & de Oliveira, S. S. B. (2022). Connected Education Innovation Program: A new national policy for the use of digital technologies in public schools in Amazon. Revista Brasileira de Educacao, 27. Scopus. https://doi.org/10.1590/S1413-24782022270085
Díaz-León, J. A., Larraza-Mendiluze, E., Gallego, O. A., & Arruarte, A. A. (2023). The Challenge of Introducing Informatics Topics From an Early Age in Peru During the Pandemic. IEEE Transactions on Education, 66(6), 553-562. IEEE Transactions on Education. https://doi.org/10.1109/TE.2023.3260468
ERIC Thesaurus. (2022). ERIC - Education Resources Information Center. https://eric.ed.gov/
Feng, S., & Tan, C. Y. (2024). Toward conceptual clarity for digital cultural and social capital in student learning: Insights from a systematic literature review. Humanities and Social Sciences Communications, 11(1), 1-15. https://doi.org/10.1057/s41599-023-02519-8
Fernández Sánchez, M. J., Vera, L. P., & Herrera, S. S. (2021). Public school and COVID-19: Socio-family difficulties of education in confinement. Publicaciones de la Facultad de Educacion y Humanidades del Campus de Melilla, 51(3), 463-479. Scopus. https://doi.org/10.30827/PUBLICACIONES.V51I3.15981
Figueroa, A. C. M., Vertiz-Osores, R. I., Torres, C. P. M., & Mescua, K. E. P. (2024). Digital inclusion policies in a high Andean Quechua region of Peru. CIENCIA ERGO-SUM, 31, e225. https://doi.org/10.30878/ces.v31n0a10
Gallardo-Fernández, I. M., Lorente, L. M., & Aguasanta-Regalado, M. E. (2021). Primary educational strategies in times of digital curriculum content. Digital Education Review, (40), 66-81. Scopus. https://doi.org/10.1344/der.2021.40.66-81
Gandolfi, E., Ferdig, R. E., & Kratcoski, A. (2021). A new educational normal an intersectionality-led exploration of education, learning technologies, and diversity during COVID-19. Technology in Society, 66. Scopus. https://doi.org/10.1016/j.techsoc.2021.101637
Gil-Quintana, J., & Cano-Alfaro, A. (2020). Digital inclusion: A challenge for school organisation, planning and teaching. Revista Mediterranea de Comunicacion, 11(1), 51-60. Scopus. https://doi.org/10.14198/MEDCOM2020.11.1.6
Gil-Quintana, J., & de León, Y. E. V. (2022). Digital Divide Versus Inclusion in Primary Education. Perspective of Spanish Families. REICE. Revista Iberoamericana Sobre Calidad, Eficacia y Cambio en Educacion, 20(2), 85-104. Scopus. https://doi.org/10.15366/reice2022.20.2.005
Glukhov, A. P., Lee, A. S., & Solomina, I. G. (2023). Monitoring of digital literacy levels and profiles in the regional education system: Analysis of digital gaps. Perspektivy Nauki i Obrazovania, 66(6), 532-547. Scopus. https://doi.org/10.32744/pse.2023.6.31
Gupta, S., Das, P., Neogi, B., Roy, A., Sur, M., Maity, M., & Majumdar, T. (2024). Technology Enhanced Learning driven music inspired LEARN with NOODLE model for inclusive education. Journal of Engineering Education Transformations, 37(Special Issue 2), 156-164. Scopus. https://doi.org/10.16920/jeet/2024/v37is2/24036
Guzzo, T., Ferri, F., & Grifoni, P. (2023). Lessons Learned during COVID-19 and Future Perspectives for Emerging Technology. Sustainability (Switzerland), 15(14). Scopus. https://doi.org/10.3390/su151410747
Hagerman, M. S., & Neisary, S. (2024). Digital Literacies Learning Needs in Rural Ontario Elementary Schools: Teacher Insights. Canadian Journal of Education, 47(2), 522-554. Scopus. https://doi.org/10.53967/CJE-RCE.6275
Hevia, F. J., & Vergara-Lope, S. (2022). Rezago de aprendizajes básicos y brecha digital en el contexto de COVID-19 en México El caso de Xalapa, Veracruz. Perfiles Educativos, 44(176), 8-21. Scopus. https://doi.org/10.22201/IISUE.24486167E.2022.176.60478
Hidalgo, M., Salguero, S., Sandoval, M., & Iza, J. (2021). Teleeducación: Brecha digital una realidad palpable: una mirada desde la comunidad educativa. Horizontes Revista de Investigación en Ciencias de la Educación, 5(21), 216-232. https://doi.org/10.33996/revistahorizontes.v5i21.298
Iivari, N., Sharma, S., & Ventä-Olkkonen, L. (2020). Digital transformation of everyday life – How COVID-19 pandemic transformed the basic education of the young generation and why information management research should care? International Journal of Information Management, 55. Scopus. https://doi.org/10.1016/j.ijinfomgt.2020.102183
Kamal, T., Khan, M. A., Hamad, Z., Illiyan, A., Das, A. K., & Alkhuraydili, A. (2023). Perception and Challenges of Virtual Classes with Gender Digital Divide amidst and Post-COVID-19 Pandemic in Iraq: An Empirical Analysis. Education Research International, 2023. Scopus. https://doi.org/10.1155/2023/3665768
Klosky, J. V., Gazmararian, J. A., Casimir, O., & Blake, S. C. (2022). Effects of Remote Education During the COVID-19 Pandemic on Young Children’s Learning and Academic Behavior in Georgia: Perceptions of Parents and School Administrators. Journal of School Health, 92(7), 656-664. Scopus. https://doi.org/10.1111/josh.13185
Lemus-Pool, M. C., Barcenas-Curtis, C., & Millan-Orozco, A. S. (2024). Access and use of digital technologies during the COVID-19 pandemic: Experience of primary school students with disabilities. CIENCIAUAT, 19(1), 85-102. https://doi.org/10.29059/cienciauat.v19i1.1834
Li, M. (2024). Exploring the digital divide in primary education: A comparative study of urban and rural mathematics teachers’ TPACK and attitudes towards technology integration in post-pandemic China. Education and Information Technologies. Scopus. https://doi.org/10.1007/s10639-024-12890-x
Lima Jardilino, J. R., da Silva, M. D., Mendes Sampaio, A. M., & Matias, B. H. (2022). Educational Conditions and Digital Exclusion in the Covid Pandemic -2020-2021: The Case of Public Education in the Region of Inconfidentes, Mg. ETD EDUCACAO TEMATICA DIGITAL, 24, 91-112. https://doi.org/10.20396/etd.v24i1.8665898
Liu, J. (2021). Bridging Digital Divide Amidst Educational Change for Socially Inclusive Learning During the COVID-19 Pandemic. SAGE Open, 11(4). Scopus. https://doi.org/10.1177/21582440211060810
Lozano-Rios, A., Restrepo-Quiceno, S., & Saavedra Montoya, D. (2021). Digital divide and virtual education: Understanding social exclusion through an analysis of public schools in Cali, Colombia. TRANS-PASANDO FRONTERAS, (17), 180-203. https://doi.org/10.18046/retf.i17.4620
Madrigal-Sierra, Y., Amayuela-Mora, G., & Cebrián-Martín, D. (2025). La Integración de Recursos Educativos Digitales en la Educación Primaria Rural. Revista Tecnológica-Educativa Docentes 2.0, 18(1), 34-42. https://doi.org/10.37843/rted.v18i1.592
Mairal-Llebot, M., Liesa-Orús, M., & Latorre-Cosculluela, C. (2024). Challenges in achieving educational inclusion and development in the digital era: Analysis of emotions, barriers and perceived needs. Education and Information Technologies, 29(9), 11421-11443. Scopus. https://doi.org/10.1007/s10639-023-12285-4
Margot-Cattin, I., Deblock-Bellamy, A., Wassmer, J., Ledgerd, R., & Von Zweck, C. (2024). Worldwide Survey on Digital Assistive Technology (DAT) Provision. Occupational Therapy International, 2024. Scopus. https://doi.org/10.1155/2024/9536020
Mescua, A. C., Vértiz-Osores, R. I., Mendoza, C. P., & Peceros, K. E. (2024). Digital inclusion policies in a high Andean Quechua region of Peru. Ciencia Ergo Sum, 31. https://doi.org/10.30878/ces.v31n0a10
Montenegro, S., Raya, E., & Navaridas, F. (2020). Teacher’s perceptions of the effects of the digital divide in basic education during the Covid-19. Revista Internacional de Educacion para la Justicia Social, 9(3), 317-333. Scopus. https://doi.org/10.15366/RIEJS2020.9.3.017
Mustafa, F., Nguyen, H. T. M., & Gao, X. A. (2024). The challenges and solutions of technology integration in rural schools: A systematic literature review. International Journal of Educational Research, 126. Scopus. https://doi.org/10.1016/j.ijer.2024.102380
Niño Carrasco, S. A., & Parra Encinas, K. L. (2023). Digital gap and uses of ICT in a rural school during COVID-19. Human Review. International Humanities Review / Revista Internacional de Humanidades, 17(4). Scopus. https://doi.org/10.37467/revhuman.v12.4750
Nkanyani, T. E., Mudau, A. V., & Sikhosana, L. (2024). Teaching and learning of physical sciences grade 11 in rural schools through rural blended learning strategy. Eurasia Journal of Mathematics, Science and Technology Education, 20(3). Scopus. https://doi.org/10.29333/ejmste/14295
Nogueira, V. B., Teixeira, D. G., de Lima, I. A. C. N., Moreira, M. V. C., de Oliveira, B. S. C., Pedrosa, I. M. B., de Queiroz, J. W., & Jeronimo, S. M. B. (2022). Towards an inclusive digital literacy: An experimental intervention study in a rural area of Brazil. Education and Information Technologies, 27(2), 2807-2834. Scopus. https://doi.org/10.1007/s10639-021-10711-z
Palomares-Ruiz, A., Cebrián, A., & López-Pina, J. A. (2020). E-igualdad de género y rendimiento académico en entornos virtuales de aprendizaje: Un estudio inter-sujetos. Formación universitaria, 13(5), 137-146. https://doi.org/10.4067/S0718-50062020000500137
Ponce, R. S., & Luján, E. L. (2021). Pedagogical Consequences of COVID-19 among Basic Education Students. A Reflection on the Great Forgotten ones of the Pandemic. Teoria de la Educacion, 33(2), 149-166. Scopus. https://doi.org/10.14201/teri.25471
PRISMA. (2024). PRISMA statement. PRISMA Statement. https://www.prisma-statement.org
Reyes, N., Luján, G. L., Reyes, L. E., & Mariluz, J. A. (2024). Gestión de riesgos tecnológicos en aulas de innovación pedagógica: Una revisión sistemática de integración pedagógica. Revista Tribunal, 4(9), 592-611. https://doi.org/10.59659/revistatribunal.v4i9.65
Schwal, M. A. (2024). Años luz de distancia educativa: Las desigualdades tecnológicas entre escuelas primarias públicas y privadas después de la pandemia. Población y Sociedad, 31(1), Article 1. https://doi.org/10.19137/pys-2024-310102
Sosa, M. J. (2021). Emergency Remote Education, Family Support and the Digital Divide in the Context of the COVID-19 Lockdown. International Journal of Environmental Research and Public Health, 18(15), Article 15. https://doi.org/10.3390/ijerph18157956
Soto-Ortiz, J. L. (2022). Apreciaciones del Aprendizaje en Línea en la Formación de Docentes en Educación Básica. Revista Tecnológica-Educativa Docentes 2.0, 15(2), 46-55. https://doi.org/10.37843/rted.v15i2.319
Souza, G. A., & Moraes, D. M. (2022). (In)access to justice, educational digital exclusion and pandemic: An interdisciplinary reflection. Revista da Defensoria Publica do Distrito Federal, 4(1), 43-60. Scopus. https://doi.org/10.29327/2193997.4.1-4
Tarango, J., Garcia-Prieto, V., & Gonzalez-Quinones, F. (2021). Digital divide in the didactics of basic education teachers: The case of public schools in the city of Chihuahua (Mexico). OBRA DIGITAL-REVISTA DE COMUNICACION, (21), 51-68. https://doi.org/10.25029/od.2021.318.21
UNESCO. (2022). : UNESCO Thesaurus. https://vocabularies.unesco.org/browser/thesaurus/en/
Xu, G., Jiang, P., & Xiong, B. (2024). The Impact of Online Education on Gifted Mathematics Students from Different Family Backgrounds. Sustainability (Switzerland), 16(19). Scopus. https://doi.org/10.3390/su16198444
Yanes-Galeas, D. H., Henriquez-Bejarano, E. O., Lopez, J., Garcia-Gavarrete, L. E., Madrid-Orellana, M. L., Bulnes-Madrid, O., & Pineda-Nataren, U. J. (2024). Teacher Digital Literacy: A Challenge for Basic Education in Honduras. REVISTA EDUCACION, 48(1), 56022. https://doi.org/10.15517/revedu.v48i1.56022
Yefanov, A. A., Budanova, M. A., & Yudina, E. N. (2020). Digital literacy of schoolchildren and teachers: A comparative analysis. RUDN Journal of Sociology, 20(2), 382-393. Scopus. https://doi.org/10.22363/2313-2272-2020-20-2-382-393
Downloads
Published
Issue
Section
License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Los autores conservan sus derechos de autor y ceden a la revista el derecho de primera publicación bajo la licencia Creative Commons Atribución-NoComercial 4.0 Internacional (CC BY-NC 4.0).
