Women with autism used the internet more than any other disability group, and women with aphasia used the internet the least. Larger proportions of people with autism, ADHD and bipolar disorder reported using internet than other disability groups. A total of 771 people responded to the survey, representing 35 diagnoses/impairments. The survey comprised questions on access to and use of devices, and use of and perceived difficulties in use of internet. Participants were recruited from May to October 2017 by adaptive snowball sampling. This is a cross-sectional survey targeting the same issues as other nationwide surveys but adapted for people with cognitive disabilities. The purpose of this study is to describe use of and perceived difficulties in use of the internet among people with disabilities and to explore digital divides in-between and within disability groups, and in comparison with the general population. This paper concludes with theoretical and practical implications.Īlthough Sweden is one of the most digitalized countries and the Swedish population’s use of the internet is among the most studied in the world, little is known about how Swedes with disabilities use internet. Results show that: (1) the mobile platform mainly acts on the digital capability divide elimination, and it has to guide and increase users’ usage capability (2) the mobile platform can empower villagers in structural, psychological, and resource dimensions, achieving political inclusion, social participation inclusion, and economic inclusion (3) platform providers and government are key organizations during the divide elimination process. Based on a case of one mobile platform, namely WeCountry in Chinese rural areas, this study illustrates how a mobile platform bridges the digital divide and helps rural areas achieve social inclusion. The mobile platform is regarded as a novel and effective tool to reduce the digital divide. Although Internet and broadband penetration have increased in the world generally, there are many obstacles for rural China to get access to ICT (Information and Communication Technology) and its services. The digital divide in rural areas is an important social issue, especially in developing countries. According to the authors, the Deal, which has committed all 27 member states to create new opportunities for innovation, investment, and jobs, can support the positive transformation of European society, even against a backdrop of enormous challenges and huge impacts that we can now imagine. As a result, eight determinants of the digital divide were identified, along with four examples of how they can be addressed. For this purpose, a narrative review of the literature was used as a research method, corroborated with a multidimensional analysis of the data regarding the Internet access in the households from the member countries of the European Union. The phenomenon of digital divide has become a very important issue in the process of transformation of society and the authors relate it to European Green Deal, in order to identify the determinants and ways to reduce the negative effects that will be eliminated according to the proposed schedule. The digital society is threatened by the existing divide that seems to be deepening between the population that has access to information technology and the population that for some reason does not. Digital literacy, considered the "catalyst for 21st century education", has accelerated the advancement of education, with skills in the field becoming the tools that students use to survive in the age of technology-enhanced learning (Reddy et al., 2020). The predominant contrast in an information society is due to the "digital natives" term, which has emerged as a consequence of the qualities of the new generations who are endowed with the gift of mastering technology, at the opposite pole being the term "digital immigrants", antithesis that outlines the generational gap (Dhungana, 2021). participation and belonging to these communities (List, 2019). Three perspectives on it have been proposed in the literature, namely the perspective of digital natives born in the so-called "internet age" for whom the acquisition of knowledge is automatic, digital literacy based on the acquisition of skills and competencies without which individuals cannot succeed in society, and literacy based on socio-cultural factors, i.e.
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