monde sans frontières : e-migration et intern@alisation

Kerras, Hayet; Gómez, María Dolores de Miguel

doi:10.6018/analesff.480781

Cited by 1 publication

(2 citation statements)

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“…This jeopardises both their successful integration and mental health, since ICT can ensure constant communication with loved ones [7], provide information and training (inclusion and education), help people look for a job, manage procedures, access health, and allow for, thanks to the social media, interaction with people of the same origin about their respective experiences before and after their arrival to the host country; doing this would allow them to be considerably better prepared to face the challenges of migration [8]. It is, therefore, necessary for people across all levels of education to have better access to this new technology [9][10][11][12][13].…”

Section: Introductionmentioning

confidence: 99%

“…This is because timetables are posted online, all documentation is shared on virtual platforms, and all information, regarding exams, work experience, vacations, databases, and free computer systems, are shared on university websites. Furthermore, the students need to process their immigration papers, create a bank account, prepare the equivalences of documents and diplomas, and apply for a health card electronically, without previously having this know-how or experience [12]. This digital divide, also defined as the third divide, considers the barriers that make it impossible for certain categories of people to benefit from what the use of ICTs brings them.…”

Section: Introductionmentioning

confidence: 99%

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Closing the Digital Gender Gap among Foreign University Students: The Challenges Ahead

et al. 2022

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In today’s world, new and advanced forms of technology are increasingly providing great changes in universities, thus generating new possibilities and impacting pedagogy and learning methodology. Unfortunately, not all students can use these tools in the same way and with the same ability. Not only are there digital gender gaps that limit women from enjoying these learning opportunities, but there are also digital gaps between foreign and natives’ students who have been trained in these technologies in their countries of origin, which impedes the achievement of the sustainable development goals planned for 2030. This study addresses theoretical foundations on the digital gender gap in university studies and provides an econometric analysis, through a simple linear regression, on the existence of a correlation between this digital gender gap and the university study gap by gender. A more specific analysis is also presented on the digital gender gap in the case of foreign students from four groups of countries, according to their income. The results show, on one hand, that differences in the access and use of technologies represent one of the factors that affects the percentage of graduates in higher education by gender; on the other, that there is a highly visible digital divide between countries with high income, compared to low- and lower-middle-income countries.

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