The Role and Place of Education in Bridging the Digital Divide (the Case Study of the Republic of Bashkortostan)

Abstract

Introduction. The article is of relevance due to the ongoing processes of digitalization of the economy of the Russian Federation and the increasing demands on the digital competence of society. The purpose of this paper is to review the factors causing the digital divide and characterize the role of the education system in bridging the digital divide of the population (using the example of the Republic of Bashkortostan). Materials and Methods. Data from the Territorial Statistics Service and other open sources of information were used as the materials for the theoretical part of the study. The experimental part of the study was based on testing of students of the Bashkir State Agrarian University conducted by the author in order to determine their level of digital competence. The research methods employed included collection, systematization and analysis of data. Results. The study has analyzed the quantitative and qualitative indicators of the digital divide in the Republic of Bashkortostan. The main factors causing the digital divide in the Republic have been identified: those associated with the differentiation of the population according to territorial characteristics as well as to economic and social criteria. It has been shown that the problem of the digital divide of rural and urban areas is of great relevance for the Republic of Bashkortostan. The role of vocational education in overcoming digital inequality has been substantiated; the growth of the university students’ level of digital competence as a result of their training has been estimated. Discussion and Conclusion. The issue of bridging the digital divide is a comprehensive one and can be solved only by consolidating the efforts of all members of the society to create a unified digital environment, with the support from regional authorities and involvement of federal government resources. The results are of practical importance for teachers of information technology, as well as for representatives of regional IT-structures. Further areas of study of the problem of the digital divide are associated with the identification of new ways of forming and developing digital competence in the educational process.