Bridging the Digital Divide in Rural Peru: A Mixed-Methods Analysis of Educational Technology Access, Infrastructure Barriers, and Teacher Preparedness in Andean Communities

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The digital divide in internet access has posed a significant challenge to advancing education worldwide, particularly in 3T regions—remote, frontier, and underdeveloped areas—where internet connectivity is often limited or entirely unavailable. This paper examines the negative impact of unequal internet access on the education sector. To address this challenge, the concept of community networks has emerged as a promising solution. These networks actively involve local communities in the planning, implementation, and maintenance of network infrastructure. By doing so, community networks not only provide more equitable and affordable internet access but also promote digital inclusion by empowering communities to manage their resources. Additionally, this paper highlights successful examples of community network initiatives from around the world, including projects in developing nations and remote areas within developed countries. These case studies underscore the potential of community networks as a viable solution to bridge the internet access gap in education. By evaluating the benefits, challenges, and opportunities associated with these networks, this paper offers valuable insights into their effectiveness in enhancing educational access and quality. It also strengthens the argument for the importance of inclusive and equitable education globally in this digital era.

The COVID-19 pandemic has increased the use of digital solutions in medical care, especially for patients in remote areas and those requiring regular medical care. However, internet access is essential for the implementation of digital health care. The digital divide is the unequal distribution of access to digital technology, and the first level digital divide encompasses structural barriers. Brazil, a country with economic inequality and uneven population distribution, faces challenges in achieving internet access for all. This study aims to provide a comprehensive overview of the first-level digital divide in Brazil, estimate the relationship between variables, and identify the challenges and opportunities for digital health care implementation. Data were retrieved from the Brazilian Institute of Geography and Statistics National Continuous House survey database, including demographic, health, and internet-related variables. Statistical analysis included 2-tailed t tests, chi-square, and multivariate logistic regression to assess associations between variables. Our analysis included 279,382 interviews throughout Brazil. The sample included more houses from the northeast (n=99,553) and fewer houses from the central west (n=30,804). A total of 223,386 (80.13%) of the interviewed population used the internet, with urban areas having higher internet access (187,671/212,109, 88.48%) than rural areas (35,715/67,077, 53.24%). Among the internet users, those interviewed who lived in urban houses, were women, were younger, and had higher income had a statistically higher prevalence (P<.001). Cell phones were the most common device used to access the internet (141,874/143,836, 98.63%). Reasons for not using the internet included lack of interest, knowledge, availability, and cost, with regional variations. The prevalence of internet access also varied among races, with 84,747 of 98,968 (85.63%) White respondents having access, compared to 22,234 of 28,272 (78.64%) Black respondents, 113,518 of 148,191 (76.6%) multiracial respondents, and 2887 of 3755 (76.88%) other respondents. In the southeast, central west, and south regions, the numbers of people with internet access were 49,790 of 56,298 (88.44%), 27,209 of 30,782 (88.39%), and 27,035 of 31,226 (86.58%), respectively, and in the north and northeast, 45,038 of 61,404 (73.35%) and 74,314 of 99,476 (74.7%). The income of internet users was twice the income of internet nonusers. Among those with diabetes-related limitations in daily activities, 945 of 2377 (39.75%) did not have internet access, and among those with daily activity restrictions, 1381 of 3644 (37.89%) did not have access. In a multivariate logistic regression analysis, women (odds ratio [OR] 1.147, 95% CI 0.118-0.156; P<.001), urban households (OR 6.743, 95% CI 1.888-1.929; P<.001), and those earning more than the minimum wage (OR 2.087, 95% CI 0.716-0.756; P<.01) had a positive association with internet access. Brazil's diverse regions have different demographic distributions, house characteristics, and internet access levels, requiring targeted measures to address the first-level digital divide in rural areas and reduce inequalities in digital health solutions. Older people, poor, and rural populations face the greatest challenges in the first level digital divide in Brazil, highlighting the need to tackle the digital divide in order to promote equitable access to digital health care.

This chapter was prepared as a baseline document for the Capacity and Networking Project, CANP 2012. In this document a synthesis of the main aspects of the historical context of the preparation of teachers, the structures for the initial preparation of Mathematics teachers, the contents of teacher preparation based on the programs offered by institutions that have such programs, a discussion on programs of continuing teacher development, the most recent developments in initial and continuing teacher preparation, and the main strengths, weaknesses, threats and challenges of teacher preparation in the Dominican Republic are presented. It is important to emphasize the impact that reforms and constitutional changes have had on education. Therefore, in this report, the analysis of the historical context has been organized in four stages that have been identified by experts on the history of Dominican education (Almanzar in Trayectoria de la formacion del docente dominicano. SEE, Santo Domingo, 2008; Fiallo and German in La formacion de maestros y maestras en Republica Dominicana. Buho, Santo Domingo, 1999) who have identified the most important aspects of educational legislation related to teacher preparation. Also, it should be pointed out that the Dominican education system is structured into four levels: initial, elementary, secondary and post-secondary. The Ministry of Education (MINERD) is in charge of the initial, elementary and secondary levels. The Ministry of Higher Education, Science and Technology (MESCYT) directs post-secondary education. Currently in the Dominican Republic there are 42 institutions of post-secondary education and 22 (52 %) of them offer programs in Elementary Education and 15 (36 %) offer programs in Secondary Education with a major in Physics and Mathematics. These institutions base their teacher preparation programs on regulations established by the Institute for the Preparation and Development of Teachers (INAFOCAM). This organization, under the MINERD, is also responsible for establishing the profile of entering students, as well as graduates, and for indicating the number of credits in preparation programs and the distribution of practicum and theoretical hours for each subject. The MINERD is responsible for continuing teacher development in collaboration with the continuing preparation department of the MESCYT. It is important to consider the situation described in this report to understand the working conditions of Dominican teachers.

Abstract: The rapid deployment of satellite mega-constellations by entities such as SpaceX, OneWeb, and Amazon has ushered in a new era of global internet infrastructure, with the potential to bridge longstanding digital divides. This research critically investigates the multifaceted global impact of these orbital networks, focusing on three primary domains: internet connectivity, spectrum governance, and space sustainability. A data-driven methodology is employed, incorporating regression models, predictive analytics, and comparative performance metrics (e.g., RMSE, nDCG) to analyze satellite density, spectrum efficiency, and orbital debris proliferation across various regions. Empirical findings reveal that satellite mega-constellations significantly enhance internet accessibility in underserved and remote areas, contributing to socio-economic inclusion. However, the study also identifies severe challenges, including inequitable spectrum allocation practices and the escalating risk of orbital congestion due to unmanaged debris growth. By integrating mathematical modeling with global policy assessments, this research provides a comprehensive framework to evaluate and guide sustainable development in the satellite internet sector. The implications are profound for technology governance, space policy, and future digital infrastructure planning. The study advocates for coordinated international regulation, spectrum-sharing frameworks, and proactive debris mitigation strategies to ensure that orbital internet infrastructure supports equitable and sustainable global advancement. Keywords: satellite mega-constellations, orbital internet, global connectivity, space sustainability, spectrum governance, low Earth orbit, internet access, predictive analytics, space policy, digital divide

The digital divide, characterized by disparities in access to and use of technology, presents a significant challenge in education. This study aims to investigate the impact of the digital divide on students' access to technology and its influence on their educational outcomes. A quantitative research methodology was employed, with a sample size of 400 students from diverse educational backgrounds. The study utilized survey questionnaires to gather data on internet access, device ownership, and technology use in education. The findings revealed variations in internet access across different age groups, with younger individuals having higher levels of access compared to older age groups. Additionally, disparities in household internet access were observed between rural and urban areas, with rural areas experiencing lower connectivity. Gender-based differences in personal device ownership were also evident, highlighting potential gender-related digital divides. Moreover, students from low-income households faced lower levels of internet access, indicating a socioeconomic divide in technology access. Additionally, the study emphasizes the importance of establishing technology resource centers in schools and fostering public-private partnerships to bridge the technology gap in education. The study contributes to the existing body of knowledge by providing insights into the digital divide and offering recommendations for addressing this issue in the field of education.

This paper presents an autonomous wireless mesh access point as a solution to distribute internet access to remote areas. Recent years, have seen internet connection as a main factor of digital inclusion, leveraging information, education and was developed based on usage scenarios and consumption characterization curves specifications. Three prototypes were developed and field tests were conducted, analyzing autonomy and coverage. As a result of this work, we can conclude that the autonomous wireless access point is a feasible solution to distribute internet access to remote areas in tropical countries such as Brazil. This solution has potential to bridge the gaps of internet coverage and to contribute to reducing the digital divide.

The purpose of this study was to explore how a health-based informal science education course, as part of an elementary undergraduate teacher preparation program, influenced pre-service teachers’ ideas about formal and informal science teaching and learning. Additionally, the study explored how the course impacted their understandings of the value of bridging informal science to supplement formal instruction. Qualitative study data were gathered through two (mid- and end-of-semester) focus group interviews with five pre-service teachers enrolled in a health-based informal science course. Analysis of data indicated that the inclusion of informal science education experiences during PST preparation has the potential to support novice teachers’ developing ideas about science teaching and learning including ways to connect science to students’ lives and make science engaging and meaningful. Findings are reported in four key themes that emerged from the data: (a) formal teacher preparation and informal education, (b) connections between formal and informal science education, (c) personal and professional collaborations, and (d) benefits of informal science education.

Australian farmers left behind in the digital economy – Insights from the Australian Digital Inclusion Index

PurposeThis paper aims to propose a conceptual framework for integrating information and communication technologies (ICT) into teaching practices for educators in rural Ghana lacking computer and internet access. Bridging the rural–urban digital divide is critical for equitable quality education. This research identifies distinct infrastructure, financial, human, and socio-cultural challenges of ICT adoption in underserved Ghanaian schools through an exhaustive literature review. The framework provides tailored strategies to empower teachers to leverage ICT for innovative pedagogy despite limitations. Ultimately, the goal is to offer pragmatic, evidence-based solutions to advance ICT-enabled instruction and digital equity in marginalized settings.Design/methodology/approachThis study utilizes a qualitative literature review methodology to develop a conceptual framework for ICT teaching techniques tailored to the rural Ghanaian context. Published empirical studies, theoretical papers, and reports focused on ICT education in developing countries, particularly sub-Saharan Africa, were systematically reviewed across multidisciplinary databases. Relevant theories and models, like TPACK and SAMR, were analyzed to determine appropriate modifications for the framework design. The proposed strategies emphasize affordable technologies, teacher training, localized content, and culturally relevant pedagogies selected based on evidence from literature to address the unique barriers and needs of the rural setting.FindingsThe literature review revealed profound infrastructure, financial, human, and socio-cultural barriers to ICT adoption in rural Ghanaian schools. These include lack of electricity, internet, hardware, and software alongside inadequate teacher training and support. The proposed conceptual framework offers solutions including leveraging low-cost technologies like mobile devices, prioritizing teacher professional development, developing localized digitally-enabled resources, and fostering community participation. Culturally relevant pedagogies are also emphasized. This tailored, evidence-based approach holds promise for enhancing ICT-enabled instruction and bridging digital divides to promote equitable quality education. Further findings will emerge through framework implementation and evaluation.Research limitations/implicationsThis conceptual framework requires implementation and evaluation to truly determine its impact and effectiveness in the intended rural Ghanaian context. As a literature review, primary data collection was not undertaken. Practical application of the framework in schools can yield direct insights through surveys, interviews, observations, and analysis of key educational outcomes pre and post-implementation. Comparisons with control groups may further illuminate its efficacy. Monitoring and adaptation over time is also essential. Ultimately, this research sets the foundation for praxis-oriented work transforming ICT integration in marginalized communities to advance digital equity and inclusion.Practical implicationsThis research provides an evidence-based, context-aware framework with pragmatic solutions to enhance ICT-enabled teaching and learning in underserved rural Ghanaian schools. It offers guidance to teachers, administrators, and policymakers on integrating technology despite infrastructure and resource constraints. The emphasis on cost-effective innovations, educator training, localized content, and community participation can inform planning and investments in ICT education. Broader applications include adapting the framework for other developing country contexts facing comparable challenges. Overall, this work promotes digital equity and quality education access, catalyzing social development and aligning with the UN Sustainable Development Goals.Social implicationsThis research highlights the urgent need to address digital divides exacerbating educational inequalities between rural and urban communities in Ghana. Lack of technology access and utilization in rural schools threatens to widen gaps in skills, capabilities, and opportunities for students. Strategic integration of ICT can promote social inclusion, cultivate digital literacy, and equip youth to participate in the global digital economy, thereby enhancing prospects. More broadly, advancing digital equity and ICT-enabled education empowers marginalized groups, fosters community empowerment, and drives progressive social change. This work underscores that localized, context-appropriate solutions are pivotal for promoting development and social justice.Originality/valueThis research fills a crucial gap by proposing a conceptual framework tailored specifically for integrating ICT in teaching practices in rural Ghanaian schools lacking digital access, responding to context-specific barriers and needs. While extensive literature examines ICT education models globally, few studies offer localized strategies for resource-constrained environments. This framework adapts established models based on a systematic literature review, emphasizing affordability, capacity building, and cultural relevance. By synthesizing evidence-based, pragmatic solutions to advance ICT-enabled instruction in marginalized settings, this work provides a valuable foundation for praxis transforming rural education. The localization approach could inform frameworks for other developing regions.

Impact of Telemedicine Modalities on Equitable Access to Ambulatory Gastroenterology Care

To describe patterns of 'online' and 'offline' health information seeking in families with children under five years of age and living in five socially, economically and culturally disparate local authority (LA) wards in one inner-city area. Earlier work analysed data from the five LA wards merged as one data set. A 'digital divide' in health information seeking was identified between parents who actively sought information from both internet websites and from 14 other health information sources (online health information seekers), and those who acquired information from a more limited range of sources excluding the internet. Of the two groups, the online health information seekers had higher levels of computer ownership and, therefore, internet access within the home. Re-analysis of data (questionnaires n = 224; five focus groups; two interviews with service providers; two opportunistic conversations with service providers). Additional data were retrieved after the original data analysis and between 2005 and 2007. These data were from service user-led discussions (n = 30) held with parents in child health clinics, informal interviews (n = 11) with health visitors and semi-structured interviews (n = 2) with health visitors. Information was also retrieved from the Office for National Statistics data set. In the re-analysis, data were disaggregated at LA ward level in order to explore local influences on patterns of health information seeking. Multiple layers of influence upon parental health information seeking emerged and revealed a non-digital second divide, which was independent of computer ownership and home internet access. This divide was based on preference for use of certain health information sources, which might be either 'online' or 'offline'. A spatial patterning of both digital and preferential divides was identified with an association between each of these and features of the physical, social, cultural and psychosocial environment, one of which was perceived access to primary health care. Complex patterns of health information seeking relate to each of the 'divides'--digital and preferential. Patterns of health information seeking reflect differing perceptions of information availability and usefulness as experienced by parents within their local physical, social, cultural and psychosocial worlds. Access to primary care services is a key component of this local environment.

Broadband in the Burbs: NBN Infrastructure, Spectrum Politics and the Digital Home

Geographies of codified knowledge have always been characterized by stark core–periphery patterns, with some parts of the world at the center of global voice and representation and many others invisible or unheard. Many have pointed to the potential for radical change, however, as digital divides are bridged and 2.5 billion people are now online. With a focus on Wikipedia, which is one of the world's most visible, most used, and most powerful repositories of user-generated content, we investigate whether we are now seeing fundamentally different patterns of knowledge production. Even though Wikipedia consists of a massive cloud of geographic information about millions of events and places around the globe put together by millions of hours of human labor, the encyclopedia remains characterized by uneven and clustered geographies: There is simply not a lot of content about much of the world. The article then moves to describe the factors that explain these patterns, showing that although just a few conditions can explain much of the variance in geographies of information, some parts of the world remain well below their expected values. These findings indicate that better connectivity is only a necessary but not a sufficient condition for the presence of volunteered geographic information about a place. We conclude by discussing the remaining social, economic, political, regulatory, and infrastructural barriers that continue to disadvantage many of the world's informational peripheries. The article ultimately shows that, despite many hopes that a democratization of connectivity will spur a concomitant democratization of information production, Internet connectivity is not a panacea and can only ever be one part of a broader strategy to deepen the informational layers of places.

It has become clear that the partnership between the Ministry of Education and universities plays an important role in achieving the level of quality education, from the training of teachers before and during the service, through contributing to the solution of educational problems, and to improving the quality of the curriculum by participating in its construction and ongoing evaluation. Colleges of Education in Palestinian universities have gained much attention ensuing the development processes carried out by the Ministry of Education, especially when the ministry focused during the fourth session of a project on improving the quality of education (QIF Quality Improvement Fund) funded by the World Bank and the European Union on the subject (partnerships concerning the upgrade of teacher preparation programs at higher education institutes) in 2010. (http://www.tep.ps) This comes in accordance with the recommended strategy for the preparation and training of teachers approved by the ministry for the year 2008, which aims at developing a cadre of qualified teachers to improve the educational opportunities for students in all Palestinian schools, especially the development of teacher training programs and education colleges that offer them. It is worth noting that any attempt for educational reform that is not founded on the principle of partnership between them, is not a real reform. Hence, colleges of education and institutes of the Ministry of Education are to be viewed as complementary partners with respect to significance and role. The establishment of such a relationship is not easy, though, as it requires the integration of contrasting cultures and the launch of a line of communication; a set of serious challenges that have to be taken into account. Research issues: Despite the attention given to achieve cooperation in the educational decision making between the Ministry of Education and colleges of education industry, the results of several studies have concluded a weak level of cooperation between the two parties, especially with respect to the responsibility towards the quality of the preparation and training of teachers as dictated by the status quo, the absence of realism in the educational programs at the colleges of education, and after researching the real problems of schooling. (Haouli, 2010, Sukkar, 2011, Jerjawy, 2011, 2014 Shireer). In light of the above, the research problem is determined in answering the following questions: 1. What are the challenges that necessitate the need for partnership between the Colleges of Education and the Ministry of Education? 2. What are the areas of the expected partnership between the Ministry of Education and colleges of education in light of the global and regional expertise? 3. What is the reality of the partnership between the Ministry of Education and colleges of education in the Palestinian universities from the point of view of experts and educator leaders? 4. What is the proposed strategy to strengthen the partnership between the Ministry of Education and colleges of education? Research significance: · The significance of research lies in its being a response to the recommendations of many previous local, Arab and international previous studies. · Taking advantage of the departments at the colleges of education in providing services to the Ministry of Education institutions, such as training, consulting and research. · Educational experts at the colleges of education can benefit from the results of this research in order to develop their academic programs. · The ability to taken advantage of the proposed strategy since it identifies clear steps and procedures to achieve a true partnership, away from theorizing and general recommendations. Research methodology and tools: The research will use the descriptive method to characterize the concept of partnership between the two parties and to disclose the reality of this partnership. The research will depend on a questionnaire as a tool to identify the strengths, weaknesses, opportunities and threats in the internal and external environment of the partnership system; and in light of the strategic analysis, the researcher will use the Delphi Technique to adjust the proposed strategy in reference to the guidance of some experts and educational leaders at the Ministry of Education and the Palestinian universities.