As part of the Educational and Digital Poverty Program, the Department of Planning, Design, and Architectural Technology, La Sapienza University, on December 9, 2024, organized an event entitled “From Access to Empowerment Addressing Digital Education Poverty And Promoting Wellbeing.” Prof. Ludovica Malknecht, a member of the IES project, spoke on the panel “Understanding and Addressing Educational Poverty in the Digital Age.”
Promoting Digital Inclusion for People with Disabilities: Challenges and Perspectives
Digital inequality is a significant barrier for people with disabilities, hindering access to, effective use of, and development of the digital skills needed to participate fully in society.
The Digital Divide: A Multilevel Complexity.
Digital inequality is not just about lack of access to technology, but is intertwined with social, cultural and economic factors. This “third-level digital divide” affects fundamental aspects of life, such as:
– Social participation and integration.
– Educational and employment opportunities.
– Autonomy and personal identity construction.
For example, ISTAT data from 2021 showed how the pandemic has amplified the difficulties of access to distance education for students with disabilities, further exacerbating social inequality.
The Deep Causes of Digital Inequality.
Overcoming the digital divide requires a holistic approach. It is not enough to provide technological tools: the root causes must be addressed. On the one hand, it is important to consider material and symbolic resources. In addition to technology, cultural and social opportunities are needed to foster inclusion. On the other, consider cultural and biological factors. These can limit the effectiveness of digital tools, reducing their ability to meet people’s needs.
These elements affect self-perception and motivation to develop digital skills, a dynamic that, in some cases, can reinforce inequalities.
Adaptive Preferences and Invisible Barriers.
A key concept is that of “adaptive preferences,” according to which people in disadvantaged situations may develop a resigned view of their possibilities, accepting their limitations as inevitable. This phenomenon influences the rejection or limited use of digital tools, exacerbating the gap between needs and skills.
Toward Universal and Inclusive Design
Digital inclusion must come through systemic interventions that include not only universal design, but also education and public awareness and support: In other words, creating technological tools that are accessible to all, promoting the opportunities offered by digital tools and raising awareness of the risks associated with their exclusion, and finally, implementing policies that encourage social participation and the reduction of digital barriers is essential.
The Role of Motivation
Motivation to develop digital skills is closely linked to awareness of one’s rights and needs. It is crucial to provide concrete opportunities and support to transform digital skills into social resources.
Conclusions
To ensure an inclusive digital future, an integrated approach combining technology, education, public policy and cultural awareness is essential. Only then will it be possible to reduce the digital divide and promote active and equal participation for people with disabilities.