Digital Inclusion

Articolul propune Teoria Neuro-Socio-Computațională a Diversității Cognitive (TNSDC), un model interdisciplinar destinat reinterpretării autismului în contextul transformărilor tehnologice contemporane. Pornind de la limitele paradigmei biomedicale și ale paradigmei neurodiversității, lucrarea susține că autismul trebuie înțeles ca o configurație emergentă rezultată din interacțiunea dintre procese neurobiologice, relații sociale și infrastructuri tehnologice. Modelul integrează contribuții provenite din realismul critic, teoria sistemelor complexe, enactivism și studiile asupra neurodiversității. Pe această bază sunt dezvoltate patru concepte originale: Geamănul Digital Neuro-Social, Autonomia Augmentată, Incluziunea Asistată de Inteligență Artificială și Justiția Neurodigitală. Aceste concepte oferă un nou cadru pentru analiza relației dintre diversitatea cognitivă, inteligența artificială și participarea socială. Lucrarea argumentează că viitorul cercetării asupra autismului depinde de dezvoltarea unor perspective capabile să integreze simultan dimensiunile biologice, sociale și computaționale ale experienței umane în societatea digitală contemporană.

This article examines the social impact of Artificial Intelligence (AI) in Gipuzkoa from the perspective of public governance, based on an online survey conducted with 911 residents aged over 16. The study operationalizes ten strategic territorial challenges—social cohesion, digital inclusion, physical and emotional well-being, gender equality, youth autonomy, community responsibility, transformation of civil society networks, environmental sustainability, public administration modernization, and non-technological innovation—in order to generate empirical evidence to inform public policymaking. The findings reveal a growing integration of AI tools in work, education, and consumption practices, accompanied by ambivalent perceptions regarding data privacy, technological dependency, and risks of exclusion. Citizens express strong support for ethical regulatory frameworks, greater transparency in automated decision-making, and stricter environmental sustainability criteria. A clear preference emerges for hybrid models in public services that combine automated systems with face-to-face provision. The study concludes that the social impact of AI is not merely technological but institutional and territorial. Its contribution to collective well-being will depend on the capacity of public governance to anticipate digital divides, mitigate algorithmic biases, and strengthen public trust in AI-driven systems.

This study examines patterns of digital inclusion in Ziguinchor, Senegal, using household survey data combined with spatial indicators of infrastructure and access. We construct a Digital Inclusion Index (DII) capturing realized digital practices and a Composite Digital Access Score (CDAS) reflecting enabling conditions across six domains, including technological equipment, electricity, affordability, and spatial access. The results reveal substantial variation in digital inclusion across quartiers, with strong associations between inclusion outcomes and infrastructural and socioeconomic conditions, particularly electricity reliability, device quality, and mobility constraints. A key finding is the coexistence of near-universal smartphone ownership with relatively low levels of internet use, indicating a pronounced gap between access and effective engagement. This divergence suggests that device ownership alone is insufficient to ensure meaningful digital participation. A typology combining DII and CDAS further highlights mismatches between realized use and enabling conditions, identifying groups of “under-utilizers” and “over-achievers.” The findings are consistent with multidimensional digital divide frameworks and point to the importance of both structural conditions and user capabilities. Given the cross-sectional design, results should be interpreted as conditional associations rather than causal effects. The study contributes a place-based analytical framework for diagnosing digital inclusion gaps in secondary cities and provides evidence to inform targeted, context-specific policy interventions.

The Indian welfare system has increased its digital operations to solve problems of corruption and inefficiency and to include all citizens. The Aadhaar-enabled Direct Benefit Transfer program and the Ayushman Bharat PMJAY program present themselves as unbiased technology systems which improve transparency and social inclusion. The study demonstrates that digital welfare systems function as a new governance method which uses data as the primary administrative element instead of citizens. The research study uses secondary data and policy documents and field-level evidence to show how digital infrastructures create new power dynamics between the state and beneficiaries while establishing new exclusion methods. The research paper shows how digital welfare programs interact with existing governance systems and surveillance practices and administrative efficiency methods while establishing that digital welfare exclusion occurs because data-driven governance systems create inherent exclusion mechanisms.

El papel social de la Tecnología de la Información y la Comunicación (TIC) en los procesos educativos y las exigencias profesionales una mayor eficacia de las políticas públicas y programas diseñados e implementados por los gobiernos, con el fin de preparar a los ciudadanos de las oportunidades educativas y de información derivadas de las TIC. El enfoque de la investigación, un subproducto del Proyecto "La práctica de la enseñanza a distancia (DL) como una estrategia de acercamiento entre los Agentes Comunitarios de Salud (ACS) de Sergipe y Tecnología de la Información y las Comunicaciones" trata de identificar formas eficaces de infoinclusion sociales a través de prácticas de la Alfabetización en Información y Comunicación (ALFIN). Basada en la Teoría de la acción comunicativa y la educación en los estudios de Paulo Freire. Se utilizó el estudio de caso como una forma de enfoque de investigación cualitativa a través de sus métodos y técnicas para recopilar, analizar e int...

As discussões e os debates sobre a inclusão digital no Brasil não sinalizam para uma síntese, sendo marcados por apropriações diferenciadas, tanto nas políticas públicas de inclusão digital, quanto nos debates e publicações acadêmicas. Neste artigo buscamos uma sistematização e análise sobre a questão da inclusão digital tomando como objeto o Programa Nacional de Formação Continuada em Tecnologia Educacional -Proinfo Integrado. Para o debate sobre inclusão digital, tomou-se como base as discussões de Bonilla (2010), Bonilla e Oliveira (2011), Lemos (2003; 2011 ), Silveira (2011)). Sobre o Proinfo Integrado, baseou-se nas contribuições de autores que pesquisam sobre o tema, documentos do programa, além de outros autores que transversalizam a análise aqui proposta. Neste estudo, conclui-se que a inclusão digital é vista apenas pelo

Resumo O contexto contemporâneo é marcado pela presença das tecnologias da informação e comunicação, o que potencializam a circulação de informações, a comunicação, novas formas de trabalhar, se relacionar, de aprender e de construir conhecimento. Daí decorre a necessidade de apropriação e uso dessas tecnologias, de se pensar processos de significação, aprendizagem, cidadania, produção de cultura e conhecimento. Assim, tomando como referência alguns conceitos mapeados relacionados à inclusão digital, buscamos pontuar definir tais conceitos na perspectiva de diferentes autores, de forma a trazer elementos para discussão das questões que perpassam este tema considerado tão complexo.

This paper examines how governments' consultation mechanisms shape Digital Public Infrastructure (DPI) governance across the Asia-Pacific region. It argues that DPI is not only technical infrastructure but also a governance system requiring structured, inclusive engagement. Using a minimum baseline of formal, institutionalized consultation, the study compares countries with open platforms, expert-driven models, and ad hoc approaches. Findings show stronger mechanisms in countries like India and Australia, while others rely on sectoral or limited participation, and some lack consultation entirely. The study highlights how structured consultation enhances legitimacy, trust, and inclusion, while also noting uneven evidence and the need for deeper, context-specific analysis.

Mobile devices such as smartphones and tablets have the potential to enhance the connectivity of older adults with their family and friends. However, many older adults face difficulties when introduced to the devices and, as a result, they may end up being excluded from circles that require them to be educated in the corresponding technology. In such context, we designed a one-year course to teach older adults to use smartphones and tablets. Our long term aim is to propose a teaching format that would allow both replication and iterative improvement definition. In this paper we discuss preliminary results from the offering of the course over two years. We present an overview of the structure of the course and outline the typical demographics of our students. We also detail, for the current offering (Semester 2/2016), which applications students use more frequently after one semester of course. In particular, with respect to connectivity, we report the number of messages exchanged via WhatsApp by the students during a period of six months. We also comment on testimonials of students that have taken the course, who present their impressions, and of students that are about to start the course, who report their expectation.

Dynamiczny rozwój korzystania z GenAI w obszarze edukacyjnym otwiera nie tylko pytania etyczne dotyczące prywatności danych, uprzedzeń obecnych w modelach czy uznawania ich odpowiedzi za trafne bez wystarczającej weryfikacji. Jej obecność przynosi także wyzwania metodyczne, dotyczące m.in. tego, jak wykorzystywać te
narzędzia w sposób pedagogicznie uzasadniony – tak, aby wspierały uczenie się. Sztuczna inteligencja (ang. artificial intelligence, AI) nie jest w edukacji, także specjalnej, zjawiskiem całkowicie nowym. Jednak generatywny i dialogiczny charakter współczesnych narzędzi AI wyraźnie zwiększa skalę ich potencjalnych zastosowań,
w tym takich, które mogą stanowić zagrożenie. Należy także wspomnieć o zjawisku nierówności cyfrowych, na które zwraca się uwagę
w kontekście niektórych grup, w tym młodych ludzi ze SPE (Plichta, 2017, 2024). Nie dotyczą one wyłącznie gorszego dostępu do technologii cyfrowych czy internetu. Obejmują również kompetencje potrzebne do ich sensownego używania oraz rodzaj osiąganych dzięki nim korzyści. Mówiąc w pewnym uproszczeniu, oznacza to, że te same narzędzia, w tym GenAI, mogą jednych uczniów realnie wspierać, a innych stawiać
w gorszej sytuacji edukacyjnej. Nierówności te często współwystępują z innymi czynnikami, takimi jak sytuacja rodzinna, edukacyjna, zdrowotna czy materialna ucznia (van Deursen, van Dijk, 2018; Plichta, 2024).

India's Vision Viksit Bharat 2047 sets a clear national mandate to transform the country into a developed, knowledge-driven, and innovation-led economy by the centenary of its independence. Achieving this vision requires positioning libraries as core national infrastructure rather than peripheral support systems. This article argues that libraries must be strategically integrated into governance, research, and innovation frameworks as enablers of digital inclusion, evidence-based policymaking, and knowledge equity. It critically examines their transition from traditional repositories to intelligent, data-driven, and user-centric knowledge hubs, drawing on institutional practices such as the IIT Delhi Library system. The analysis highlights the urgent need to scale digital transformation, research support services, open access, and the adoption of emerging technologies, including artificial intelligence and data analytics. It calls for policy-driven investment, capacity building, and institutional alignment to strengthen library ecosystems as a prerequisite for a globally competitive, sustainable knowledge economy under Viksit Bharat 2047.

This study's main goal is to look at the connection between digital inclusion and financial literacy among payment bank clients. Its goal is to comprehend the ways in which financial literacy and expertise impact the uptake and efficient application of digital financial services, especially those provided by payment banks. The study looks at the elements that help or impede digital inclusion and investigates the possible effects of financial literacy on payment bank clients' financial security. A sample size of 200 customers were selected through simple random sampling method from the geographical location of urban Bangalore. SPSS V.23 was used to analyse and validate the hypothesis through Pearson's correlation analysis and regression analysis. The findings of this study on financial literacy and digital inclusion among payment bank customers in Bangalore provide valuable insights into the factors that influence the adoption and effective use of these services. The study found that there is statistically significant relationship between digital literacy and financial literacy. There is higher impact of financial literacy on digital literacy by 31% in predicting contributed by financial knowledge. These findings highlight the importance of both financial literacy and digital literacy in promoting the effective use of payment bank services.

En esta ponencia proponemos reflexionar sobre el sentido de ciertas prácticas sociales violentas desde las condiciones psicosociales y socioterritoriales que, a nuestro entender dificultan la posibilidad de modificar su escalada en México. A partir de varias investigaciones interdisciplinarias realizadas en campo en el Estado de Veracruz, colonias marginadas y violentas de la Ciudad de México y en el Bajío se señalan algunos factores facilitadores de dichas prácticas. Encontramos que las modalidades coercitivas de relación humana en nuestro país implican a más actores sociales que los que en general se consideran.

Apresenta a modalidade de ensino superior a distância como uma possibilidade de inclusão social e digital. A partir de 2006, com a regulamentação da educação a distância (EAD) em instituições federais de ensino superior, foi possível ter uma expansão significativa no número de vagas oferecidas, e a EAD, antes vista como uma educação marginalizada e sem reconhecimento, agora se apresenta como uma possibilidade concreta de uma educação de qualidade. O objetivo do artigo foi identificar como o acesso aos cursos de ensino superior a distância pode contribuir no processo de inclusão social e digital de pessoas residentes em pequenas cidades do Nordeste. Para isso, realizou-se uma pesquisa quanti-qualitativa com 42 ingressos do curso de licenciatura em Ciências Agrárias da Universidade Federal da Paraíba. Evidencia-se que a EAD pode se tornar uma das opções mais adequadas para algumas pessoas que possuem fatores limitantes, como trabalho em tempo integral, ausência de tempo para dedicação...

The rapid diffusion of generative artificial intelligence (GenAI) is reshaping how skills are enacted and evaluated in knowledge-intensive work. This study examines how emerging GenAI-related competences and inclusive digital HRM practices influence skill utilisation and task performance. Drawing on survey data from 420 knowledge workers in Greece and Italy, the study introduces Prompt Self-Efficacy and GenAI Readiness as complementary constructs to existing digital competence frameworks. Using PLS-SEM, the findings show that individual confidence and employees' perceived inclusive e-HRM practices affect performance primarily through Perceived Skill Utilisation. The results highlight the importance of enabling conditions that translate GenAI competences into effective work outcomes.

This master’s thesis examines how digital health literacy is experienced in everyday life by older adults in French-speaking Switzerland. Drawing on a sociological approach, the study moves beyond a purely technical understanding of digital skills and explores how access to digital health information is shaped by social contexts, trust, everyday routines, and support networks. The research focuses on people aged 65 and over, a group often presented as vulnerable to digital exclusion, but whose experiences reveal diverse forms of appropriation, resistance, and delegation.

The study is based on a qualitative methodology, using semi-structured interviews with thirteen French-speaking older adults living mainly in the cantons of Geneva and Vaud. The analysis examines their practices of online health information seeking, their perceptions of the Swiss Electronic Patient Record, their relationship with health professionals, and the role of family members, peers, and social networks in supporting or limiting their use of digital health tools.

The findings show that digital health literacy among older adults is not only a matter of individual competence. It is also a relational and situated process, strongly influenced by trust in institutions, previous professional or educational trajectories, health status, accessibility issues, and the availability of informal support. The thesis identifies several contrasting profiles, ranging from highly autonomous users with biomedical knowledge to more sceptical participants, basic users requiring occasional help, and individuals who delegate digital health tasks to close relatives. Overall, the research highlights the need for more inclusive, accessible, and socially grounded approaches to digital health in Switzerland.

This article examines how managerial education programs respond to the challenges linked to the transition from Industry 4.0 to Industry 5.0. Industry 4.0 refers to automation and digitalization, while Industry 5.0 adds human-centered technology, sustainable development, and cooperation between people and advanced technologies. The study used an online survey of 98 respondents from academic and industrial environments. The questionnaire covered cooperation between science and business, the role of supporting institutions, and the adequacy of the education system in relation to modern labor market needs. The results show that 98% of respondents consider cooperation between science and industry crucial for innovation development. The findings indicate the need to reform educational programs by combining technological knowledge with social, managerial, and environmental competencies. The authors recommend public-private partnerships, stronger university-industry cooperation, and regular updates of learning outcomes in line with technological and regulatory changes. The study highlights the importance of flexible educational strategies that prepare future leaders for Industry 5.0, where the balance between people, technology, and sustainability becomes a key determinant of innovation.

Celem rozważań jest ocena skuteczności wdrożonych zastosowań AI w specyficznych przejawach aktywności rodzin, których członkowie zmagają się z niepełnosprawnością. Metodologia wykorzystana w artykule zakłada przegląd oraz analizę literatury specjalistycznej i raportów branżowych. Uwzględniono wybrane studia przypadków i badania empiryczne głównie z lat 2019–2024. Rozważono, w jaki sposób systemy AI oddziału ją na sferę codziennego funkcjonowania, terapii, rehabilitacji, edukacji oraz wsparcia
organizacyjno-emocjonalnego tych rodzin. Konsekwencją przeprowadzonego badania jest ostateczny wniosek, że korzystanie z technologii AI ma wyraźnie pozytywny wpływ na życie niepełnosprawnych, jak też ich najbliższych.

Słowa kluczowe: AI, sztuczna inteligencja w opiece, rodzina, innowacje.

Através da nova geografia cultural, desvelam-se as expressões humanas e cotidianas na superfície terrestre; dentre elas, esmiúça-se a indústria cultural imersa no mundo global. Dito isso, operam-se duas análises: a globalização da cultura e a cultura da globalização. A globalização torna-se instrumento de massificação e de padronização da vida em direção ao império capitalista do consumo. Por meio dos mecanismos de replicação, reprodução e repetição e das técnicas de publicidade, propaganda e mercantilização o sistema global controla as consciências e os comportamentos. Disso, os aparelhos digitais, as inteligências artificiais, a robótica e os demais dispositivos inundam o cotidiano do mundo circuntécnico. Assim, ligada à cibercultura, a cultura global torna-se soberana nas dinâmicas urbanas, territoriais e sociais. O papel da geografia está em expor a indústria cultural em seu maquinário global de controle de todos os locais do planeta. Com isso, por uma perspectiva crítica, alerta-se sobre a violência do consumismo cultural pela dominação dos sujeitos e pela produção das subjetividades.

This article examines the dynamics of governmental digital transformation in Sub-Saharan Africa, with particular attention to the case of Chad. Drawing on a review of grey literature and analysis of the most recent institutional data (2024-2026), we show that while the African continent is experiencing a remarkable acceleration of its public digitalization, driven by ambitious strategic frameworks such as the African Union's Digital Transformation Strategy 2020-2030, Chad remains in a critical preliminary phase. The country faces a considerable structural lag-ranked 189th out of 193 in the United Nations' 2024 EGDI index-yet has deployed since 2024 a series of institutional, legal and programmatic reforms (PATN, Tchad Connexion 2030, creation of the Directorate-General for AI) that could trigger a break in its trajectory. The article argues that the success of this digital shift requires moving beyond an infrastructural logic to embrace a governance approach integrating digital inclusion, data sovereignty and human capacity building.

As a philosopher, I'm not going to become involved in condemning some specific uses of the Internet and praising others. My question is a more speculative one: what if the Internet becomes central in our life?... What if it becomes an 'irresistible alternative culture?" Dreyfus HL (2001), On the Internet, p. 6, Routledge, London and New York. Many regard the Internet 1 as a new participative communication medium free of the interference of the corporate sector which is evident in other mass communication media such as radio, television and press. This view of the Internet is justified mainly by its technical and communication characteristics which, while engendering a new user-driven communication space, enable a fresh kind of distributed and 186 the southern african journal of information and communication issue 8 2007

This paper introduces and formally articulates the Inniss Data Nullius Framework — a structured analytical and policy framework designed to identify, theorise, and contest the systematic treatment of data originating from the Global South as ownerless, jurisdiction-free, and freely appropriable by external actors.
The framework draws on the historical legal doctrine of terra nullius — the colonial fiction that declared inhabited lands "empty" and available for appropriation — to argue that contemporary digital infrastructures reproduce an analogous fiction of vacancy over data. This fiction operates across three interlocking dimensions: legal instruments that obscure or circumvent local jurisdiction; technical architectures that de-contextualise and route data beyond regulatory reach; and institutional silences that are interpreted as jurisdictional consent.

Este trabalho apresenta um recorte de uma investigação que teve por objetivo analisar a inclusão digital de jovens moradores de Natal no Estado do Rio Grande do Norte (RN). Trata-se de uma pesquisa piloto, quantitativa, exploratória e descritiva na qual participaram 21 jovens entre 15 e 18 anos de idade. Os dados foram organizados com o apoio de estatística descritiva e inferencial. Os softwares SPSS, Minitab e R foram utilizados para calcular médias, desvio-padrão e realizar a Análise de Cluster. Os resultados revelam que os jovens possuem acesso à Internet em seus domicílios, a partir de conexão wi-fi e, principalmente, rede móvel. O smartphone se revelou como o principal dispositivo de acesso (90%). Cerca de 66% utilizam a Internet para acessar redes sociais e aplicativos de mensagens e 47% para estudar. Quanto à literacia digital, os resultados mostram médias satisfatórias nas perguntas relacionadas à programação de computadores, no entanto, revelam algumas dificuldades relacion...

Cette recherche examine la capacité du système éducatif belge à intégrer les technologies numériques dans l'enseignement primaire et secondaire, en se concentrant sur le rôle central des enseignants dans cette transformation. L'étude se base sur une analyse secondaire de données récentes (2020-2025) provenant de sources officielles belges, dont l'enquête TALIS 2024 de l'OCDE, l'Education and Training Monitor 2024/2025 de la Commission européenne, les statistiques Statbel/Eurostat 2023, ainsi que les rapports de Digital Wallonia, ETNIC et Paradigm.

Les résultats révèlent un paradoxe complexe : alors que 90 % des implantations scolaires en Fédération Wallonie-Bruxelles disposent d'un accès Internet, 47 % souffrent d'un débit insuffisant et 32 % manquent de câblage interne. Parallèlement, 59,4 % des Belges (16-74 ans) possèdent des compétences numériques de base (objectif 2030 : 80 %), avec des disparités régionales significatives (Bruxelles : 65,0 %, Flandre : 61,0 %, Wallonie : 54,6 %). L'enquête TALIS 2024 indique que 33 % des enseignants belges ont utilisé l'intelligence artificielle, mais 18 % signalent un besoin élevé de formation aux compétences techniques numériques et 17 % à l'utilisation de l'IA.

L'analyse met en évidence trois défis majeurs : (1) l'inadéquation entre l'infrastructure disponible et les besoins pédagogiques, (2) le stress administratif des enseignants (70,3 % en Belgique, 3e rang mondial) qui limite le temps consacré à la formation continue, et (3) les inégalités numériques persistantes selon l'âge, le niveau d'instruction et la région. Malgré des investissements substantiels (Digital Wallonia : 122 millions €, 2022-2026 ; Digisprong Flandre : 160 millions €), la transformation numérique reste inégale et fragmentée entre les communautés linguistiques.

Cette étude propose douze recommandations articulées autour de quatre axes stratégiques : (1) renforcement de l'infrastructure et de la connectivité scolaire, (2) professionnalisation de la formation continue des enseignants au numérique, (3) réduction des charges administratives pour libérer du temps d'apprentissage, et (4) harmonisation des politiques numériques entre les entités fédérées. Ces mesures visent à transformer l'école belge en un espace d'apprentissage technologiquement équitable et pédagogiquement innovant.

Aunque estas tecnologías facilitan el acceso a la información y promueven el aprendizaje ubicuo, no reemplazan el vínculo humano ni la construcción conjunta de conocimientos entre docentes y estudiantes. Las nuevas generaciones, inmersas en entornos digitales y redes sociales, plantean desafíos y oportunidades que exigen resignificar las prácticas educativas. En este contexto, la clave está en integrar tecnología y pedagogía para formar sujetos críticos y activos en una sociedad en constante cambio.

Internet connectivity is essential for prosperity and development in all societies. This policy-focused report is the culmination of a qualitative study of digital connectivity and telecommunications in rural Far North Queensland (FNQ). In particular, the research investigated the lived experience of digital inclusion – a combination of internet access, affordability of technology, and digital ability - in agricultural households and communities the Northern Gulf region. The Australian Digital Inclusion Index (ADII) shows that North West Queensland (which takes in the Gulf Savannah) is one of Australia's least digitally included regions. The ADII further suggests that farmers and farm managers tend to score more poorly in the Index than others in comparable circumstances, particularly on the digital ability sub-index. This research aimed to unpack how these quantitative insights 'play out' in the context of rural FNQ, thereby shedding light on the nuanced and context-spe...

Since its nationwide rollout, the Ghana Card has been promoted as a cornerstone of Ghana's digital identity infrastructure: a biometric, ISO-compliant document positioned to transform governance, financial, and social service sectors. However, despite its advanced security architecture, evidence from Ghana's financial services sector reveals a paradox: the card can confirm identity but cannot ensure fulfillment of obligations. This study employs a mixedmethods approach, analyzing quantitative data from the National Identification Authority (NIA) and the Bank of Ghana's Fraud Reports (2022-2024), alongside qualitative insights from empirical studies on loan default in Ghanaian microfinance and banking institutions. By critically examining the Ghana Card's function as a foundation for credit registration, its limitations as a deterrent to loan default, and the disconnect between identity verification and financial accountability, this paper delineates both the scope and constraints of the card's integration into the financial sector. The analysis contends that while the Ghana Card is neither a failure nor a panacea, it is significantly overestimated as a tool for financial security. The paper proposes concrete reforms, including mandatory real-time linkage to credit bureaus, digital enforcement of guarantor obligations, and the establishment of a national wilful-defaulter registry.

Pretende-se com este artigo fazer um levantamento, como enquadramento introdutório, na atual sociedade digital, das principais iniciativas da União Europeia e iniciativas nacionais relativamente ao processo que levou à apresentação de propostas associadas à literacia digital e às competências digitais como forma de promover a competitividade de cada país. Seguidamente, passa-se para uma análise crítica e reflexiva acerca do conceito ou dos conceitos subjacentes ao que é entendido como literacia digital e competências digitais através do confronto de perspetivas de diversos autores. Na sequência desta discussão, faz-se uma abordagem à problemática que advém de se ser infoincluído e infoexcluído, com um particular foco nos adultos mais idosos, dado que estes representam os cidadãos com as menores taxas de acesso e de utilização das tecnologias digitais. A constatação da designada fratura digital acarreta consigo uma potencial exclusão social com todas as consequências inerentes. Contudo, é discutido ainda o facto de podermos estar perante uma nova fratura digital que pode ser intergeracional ou intrageracional porque emerge a noção clara de que a literacia digital e as competências digitais associadas só estão presentes se houver uma atitude crítica e reflexiva na utilização e mobilização das tecnologias digitais em detrimento de aspetos mais funcionais ou instrumentais.

Given the physiological and cognitive degeneration associated with aging, it is important to promote initiatives that prevent situations that may increase dementia among the elderly. The objective of the research was to investigate whether the use of Peak & Neuronation digital applications can contribute to the active aging of the elderly, with respect to the cognitive training they provide. The group of 18 students from the Computer Science discipline of the University of Albacetetrense (USALBI), aged 56-80, was involved. The applied methodology was qualitative: the case study; nonparticipating observation; surveys by questionnaire; semistructured interviews. The analysis of the data was collected in 12 practical sessions of utilization of the APPs demonstrated to be an added value and that should be referenced as digital tools within the framework of the cognitive training of the elderly.

The world and Europe, in particular, are aging very fast, and in the same vein, digitization is moving very quickly into citizens' routines. Given the fact that the elderly are the largest group of citizens who are info-excluded, this reality is worrying because it will quickly make them socially excluded. This article briefly presents the main initiatives of the European Union and Portugal to promote greater and faster digital inclusion of the elderly people. In the final section, there is a critical reflection on technology acceptance Model, the concept of universal design and usability in order to propose clues and strategies that can and/or may facilitate the use and access of technologies and digital resources by the elderly.

Kenya has made strong progress in digital governance at the national level. However, case management at the grassroots level is still largely manual, slow, and exposed to risks such as data loss, record alteration, and delays in service delivery. Chiefs and Assistant Chiefs continue to depend on paper based Occurrence Books, which limits transparency, accountability, and timely response to cases. This proposal introduces a Digital Case Management System designed to improve how cases are recorded, tracked, and managed within local administration. The system will support structured digital data entry, real time case tracking, automated reporting, and secure storage of records. It will replace scattered manual processes with a more organized, reliable, and transparent system. The system will be implemented in phases starting with pilot testing, followed by gradual expansion, and finally full national adoption. It is designed to work both online and offline so that it remains functional even in areas with limited internet access. The proposed system supports Kenya's digital transformation goals by strengthening service delivery, improving accountability, and building public confidence in local administration. It offers a practical step toward a more responsive and citizen focused system of governance.

Predictive spatial data management is a transformative approach enabling smart cities to transition from reactive governance to proactive, data-driven decision-making. By integrating GIS, IoT, cloud computing, and machine learning, cities can optimize infrastructure, enhance mobility, improve environmental sustainability, and deliver citizen-centric services. Despite technical, ethical, and organizational challenges, emerging trends such as AI-driven autonomous services, advanced spatial analytics, and adaptive infrastructure promise more precise, resilient, and responsive urban

Apresenta as compreensões de inclusão digital nas políticas de informação à luz dos Livros Verde e Branco. Discute políticas de informação a partir do regime de informação, baseado em noções conceituais oferecidas por González de Gómez (1999) e na tentativa de aproximação ao conceito de inclusão digital, na perspectiva de que seja um elemento primordial no processo de inclusão social. Objetiva-se, segundo um percurso metodológico constituído pelas pesquisas documental e bibliográfica, verificar a compreensão de inclusão digital nas políticas dos Livros Verde e Branco. Resulta, à luz da quarta definição apresentada sobre regime de informação (contexto), que no Livro Verde existe a concepção de que os recursos tecnológicos, com destaque à Internet, serão vitais ao alcance da inclusão digital – alfabetização digital – inclusão social, enquanto no Livro Branco reflete-se a preocupação com o contexto territorializado, historicizado, físico/virtual e coletivo, de modo a compor as ações de...

The aim of the study is to present good practices in the field of basic digital competences necessary for the development of ICT-based social inclusion initiatives / services. To achieve this goal, the desk research method was used, in which the key determinants of competency development in a virtual environment were identified on the basis of literature studies, and then, based on the analysis of the experiences of the ASIDE project partners, the following were identified:<br> • social networks aimed at sustaining social inclusion interventions as well as the involvement of social educators<br> • a basic educational portfolio for the community educator / volunteers, and<br> • professional competences of social integration workers in the field of ICT.

AI-driven poverty interventions across Sub-Saharan Africa often fail to reach marginalized groups despite transformative promises, as technologies designed elsewhere clash with local social structures and community priorities. This study examines how integrating development sociology principles into AI design improves equity and adoption outcomes and identifies the underlying mechanisms explaining this relationship. We conducted a realist synthesis guided by the CIMO framework, analyzing 68 studies across agriculture, health, finance, and governance sectors in 22 Sub-Saharan African countries. The findings reveal five categories of sociological principles documented in practice: participatory design, community ownership, indigenous knowledge integration, power analysis, and structural inequality focus. These principles operate through six generative mechanisms-trust-building, ownership, cultural congruence, power redistribution, capacity building, and relevance enhancement-that interact and reinforce each other. Mechanism activation depends critically on contextual conditions, including institutional capacity, infrastructure, gender relations, and historical context, explaining why the same intervention succeeds in one setting and fails in another. The synthesis yields twelve context-sensitive design propositions in if-then form connecting intervention choices to expected outcomes through identified mechanisms. Limitations include reliance on published literature, potentially over-representing successful cases, and exclusion of evidence in African languages. Findings imply that genuine community participation, not tokenistic consultation, is essential, and that context assessment must precede intervention design. We conclude that embedding development sociology at the center of AI development-through community data control, early engagement with marginalized groups, and attention to structural inequalities-produces more equitable and sustainable outcomes. Policymakers should require genuine participation standards, prioritize community data ownership, and fund extended engagement rather than technology delivery alone.

While AI-powered agricultural advisory tools promise to address Nigeria's extension service gaps, adoption remains uneven and poorly understood. Quantitative studies document adoption correlates but cannot explain how farmers experience these technologies or why social structures produce differential access. This qualitative study explored the lived experiences of 42 smallholder farmers in Kaduna State, Nigeria, with an AI advisory tool, using the sample phenomenon of interest design evaluation research type (SPIDER) framework and semistructured interviews and focus groups. Analysis through reflexive thematic analysis, grounded in Feminist HCI and Design Justice frameworks, revealed three key findings. First, farmers approached the technology with initial scepticism, evolving toward pragmatic integration where AI recommendations were layered onto indigenous knowledge rather than replacing tradition. Second, barriers operated across practical (phone charging, network coverage), social (gender norms, peer influence), and cultural (tradition, community decision-making) domains simultaneously. Third, gender relations, land tenure insecurity, and community hierarchies intersected to produce patterned inequalities, with women experiencing compounded disadvantage through limited phone access, time poverty, and restricted decision-making authority. The study is limited to one state and a specific AI tool, precluding statistical generalization. Findings imply that adoption is not a technical decision but a social process shaped by trust, social structures, and cultural meanings. We conclude that AI interventions must prioritize relational trust, structural inclusion, and cultural alignment. We recommend that policymakers invest in ongoing training with trusted extension workers, address gender inequality through design-by-inclusion approaches, strengthen land tenure security, and design tools for practical realities, including offline functionality and local languages.

O presente artigo analisa o papel das tecnologias digitais no contexto da inovação educacional e da democratização da cultura, destacando sua relevância na construção de uma sociedade mais inclusiva no século XXI. Parte-se do pressuposto de que o avanço tecnológico tem promovido profundas transformações nas formas de acesso, produção e disseminação do conhecimento, impactando diretamente os processos educativos e culturais. Observa-se que as tecnologias digitais contribuem significativamente para a ampliação do acesso à informação, possibilitando que diferentes grupos sociais participem de maneira mais ativa na construção do saber. A inovação educacional, por sua vez, é compreendida como um conjunto de práticas e metodologias que incorporam recursos tecnológicos com o objetivo de tornar o processo de ensino e aprendizagem mais dinâmico, interativo e centrado no estudante. Destaca-se a importância das metodologias ativas, do uso de ambientes virtuais de aprendizagem e da mediação pedagógica no desenvolvimento de competências críticas e reflexivas. O estudo evidencia que a democratização da cultura está diretamente relacionada à inclusão digital, entendida não apenas como acesso às tecnologias, mas também como a capacidade de utilizálas de forma crítica, ética e significativa. Nesse sentido, ressalta-se a necessidade de políticas públicas e ações institucionais que garantam condições equitativas de acesso e formação digital. O trabalho também aborda a emergência de uma cultura participativa, na qual os indivíduos deixam de ser apenas consumidores de conteúdo para se tornarem produtores ativos, contribuindo para a diversidade cultural e a valorização de diferentes saberes. Contudo, reconhece-se que persistem desafios relevantes, como as desigualdades no acesso às tecnologias, a exclusão digital e os riscos associados ao uso inadequado das ferramentas digitais, incluindo a desinformação. Conclui-se que as tecnologias digitais, quando integradas de forma crítica e planejada aos processos educacionais, têm o potencial de promover a inclusão social, ampliar oportunidades e fortalecer a democratização da cultura, sendo, portanto, elementos fundamentais para o desenvolvimento de uma sociedade mais justa, participativa e inclusiva.

This paper examines participation in smart cities by analysing how it is shaped through the interaction of people, time, space, and technology. While spatial justice has traditionally addressed inequalities in access to urban resources, it remains limited in accounting for the digitally mediated and temporally uneven character of participation in contemporary urban environments. The paper shows that participation is not only unevenly distributed but also unevenly recognized. It argues that meaningful participation depends not only on access, but also on the social, temporal, and infrastructural conditions that enable individuals to engage, be heard, and influence urban processes.

У XXI столітті технологічний прогрес радикально змінив структуру суспільства, перетворивши цифрові мережі на нову життєву реальність. Сьогодні простір не обмежується фізичними вимірами, а охоплює складні соціотехнічні системи, де алгоритми формують ідентичність і культуру. Цей посібник пропонує майбутнім інженерам філософський інструментарій для осмислення епохи цифровізації. Видання розкриває еволюцію онтології мереж, специфіку інформаційної економіки та етичні дилеми, що постають під час проєктування новітніх інтерфейсів. Основна мета праці полягає у формуванні комплексного мислення фахівця, здатного поєднувати технічну точність із гуманітарною відповідальністю. Знання філософських основ дозволяє мінімізувати соціальні ризики та створювати технології, що гармонійно служать людству. Це дороговказ для творців нового цифрового світу, де інженерія стає частиною глобального культурного коду, забезпечуючи сталий розвиток цивілізації.

Purpose-This case study describes the design, implementation, and qualitative outcomes of a supervised mobile phone access policy in a rural psychiatric inpatient unit in Chile. This study aims to provide a practical blueprint for similar resource-constrained services seeking to enhance patient connection and align care with human rights standards. Design/methodology/approach-This study outlines a participatory, iterative quality improvement project. Following multidisciplinary discussions, a pilot policy was introduced in November 2024. After a three-month review period involving the entire team, a formal protocol was established in February 2025. The case is presented through a descriptive narrative of the process, challenges, adaptations and observed effects. Findings-The implementation of structured, supervised access proved feasible and safe. Staff observed improved patient tolerance of hospitalisation, enhanced asynchronous contact with distant families, engagement with external recovery resources and proactive health information-seeking. Early challenges, such as unauthorised photography and conflict during a video call, led to specific protocol refinements, including prohibiting voice/video calls. The policy operated at zero financial cost, governed by simple, teachable rules. Originality/value-This case study contributes a real-world, transferable model for advancing digital inclusion and least-restrictive practice in rural inpatient psychiatry. It explicitly operationalises principles from the UN Convention on the Rights of Persons with Disabilities and WHO QualityRights into a simple, actionable protocol. The account offers direct, practical insights for clinicians and managers aiming to replicate similar rights-based innovations.

Raport „Generatywna sztuczna inteligencja w polskiej szkole. Przecieranie szlaków” to kompleksowe opracowanie pod redakcją naukową prof. Jacka Pyżalskiego, przygotowane przez ekspertów NASK-PIB. Publikacja analizuje pierwsze doświadczenia, szanse i zagrożenia związane z wdrażaniem narzędzi GSI w polskim systemie edukacji.

Mój wkład: Jestem autorem rozdziału pt. „Wybrane badania dotyczące generatywnej sztucznej inteligencji w edukacji” (str. 29-34), w którym dokonuję przeglądu aktualnego stanu wiedzy i wyników badań nad adaptacją AI w procesach nauczania.

The report "Generative Artificial Intelligence in Polish Schools: Blazing Trails" is a comprehensive study edited by Prof. Jacek Pyżalski and prepared by experts from NASK-PIB. The publication analyzes early experiences, opportunities, and risks associated with the implementation of GenAI tools in the Polish education system.

My contribution: I am the author of Chapter 5, titled "Selected research on generative artificial intelligence in education" (pp. 29-34), which reviews the current state of knowledge and research findings on AI adaptation in teaching processes.

The rapid expansion of digital technologies has made digital competence a fundamental requirement for adults' participation in modern society. However, disparities in access, skills, and socioeconomic conditions continue to limit digital inclusion. This article provides a structured literature review of digital skills and competence development among adults, with particular attention to the role of socioeconomic factors and educational strategies. The analysis highlights that digital competence extends beyond basic technical skills to include cognitive, social, and critical dimensions necessary for effective participation in digital environments. The findings indicate that socioeconomic status significantly influences access to digital resources and learning opportunities, reinforcing existing inequalities. Furthermore, the literature emphasizes the importance of lifelong learning, flexible educational models, and community-based approaches in supporting adult digital skill development. The study contributes to the field by synthesizing current research and identifying key gaps, particularly the need for more integrated and inclusive approaches to digital competence development. The results have implications for policymakers and educators seeking to design effective strategies to reduce the digital divide and promote equitable participation in the digital society.

nido gran importancia en los escenarios escolares, por lo cual se hace necesario definir e implementar condiciones pedagógicas para la configuración de ambientes Blended Learning (B-L), en diferentes niveles de escolaridad. Por lo anterior este artículo se expone aspectos relevantes para la dimensión pedagógica de la modalidad Blended Learning, como resultado de la revisión de la literatura en investigaciones relacionadas con el B-L en procesos de enseñanza escolar y de formación docente. El método utilizado se fundamenta en la revisión sistemática de la literatura. Este estudio analizó 43 investigaciones realizadas entre 2012-2018. Los aspectos pedagógicos que de aquí se derivan, revelan resultados respecto a tres condiciones: 1. El modelo Blended-Learning, como facilitador de procesos de alfabetización, en la cultura digital; 2-Las competencias profesionales del docente y su desempeño pedagógico en ambientes de aprendizaje que usan TIC. 3. Los enfoques y modelos pedagógicos para ambientes B-L. No obstante, los avances alcanzados, los investigadores enfatizan en la necesidad de mejorar el trabajo colaborativo para el diseño pedagógico del B-L, así como el enfoque holístico del conocimiento y del aprendizaje, particularmente, en los niveles de educación básica.

The study aims to measure the degree of financial and digital inclusion vulnerability among widowed women in Odisha. Using 240 sample respondents and applying the Standardised Composite Index method, this study constructs the Financial Inclusion Vulnerability Index (FIVI) and Digital Inclusion Vulnerability Index (DIVI) among the widowed respondents. The study finds that a higher number of widowed women have opened bank accounts in their name to receive their widowhood pension, but the usability of these accounts for saving and withdrawal purposes is very low, resulting in a moderate degree of financial inclusion among the sample respondents. Correspondingly, the DIVI findings reveal a high vulnerability to digital inclusion among widowed women. Factors like low income, inadequate digital literacy, difficulty grasping digital banking language, reluctance to embrace digital banking technologies, a lack of availability and accessibility of digital payment systems in the surrounding areas collectively contribute to higher digital vulnerability.