Limited Proficiency Research Articles

Prolegomeni allo studio dei parlanti ereditari di sardo

When a minority language holds a subordinate position and is neglected or abandoned in family communication, some speakers acquire it imperfectly, resulting in limited proficiency; these individuals are known as heritage speakers. However, some heritage speakers later develop an attachment to their ancestral language and choose to study it in formal or informal educational settings, becoming heritage learners. This study focuses on heritage learners of Sardinian, a Romance language spoken in Sardinia. Today, most Sardinian residents under fifty primarily speak Italian, but there is a growing interest in Sardinian language courses aimed at reconnecting community members with their linguistic heritage. This research examines the grammatical and lexical competence of a sample of these heritage learners, particularly focusing on areas identified in the literature as vulnerable to erosion and interference from Italian. Specifically, it will demonstrate that in instances of grammatical or lexical divergence between Sardinian and Italian, heritage learners tend to accept both idiomatic Sardinian forms and Italian-influenced forms, indicating significant interference in their proficiency of the minority language. This study aims to help language teachers develop targeted interventions to enhance the competence of heritage learners, differentiating from curricula designed for second language learners of Sardinian when necessary.

On the Effectiveness of Large Language Models in Domain-Specific Code Generation

Large language models (LLMs) such as ChatGPT have shown remarkable capabilities in code generation. Despite significant achievements, they rely on enormous training data to acquire a broad spectrum of open-domain knowledge. Besides, their evaluation revolves around open-domain benchmarks like HumanEval, which primarily consist of programming contests. Therefore, it is hard to fully characterize the intricacies and challenges associated with particular domains (e.g., web, game, and math). In this paper, we conduct an in-depth study of the LLMs in domain-specific code generation. Our results demonstrate that LLMs exhibit sub-optimal performance in generating domain-specific code, due to their limited proficiency in utilizing domain-specific libraries. We further observe that incorporating API knowledge as prompts can empower LLMs to generate more professional code. Based on these findings, we further investigate how to effectively incorporate API knowledge into the code generation process. We experiment with three strategies for incorporating domain knowledge, namely, external knowledge inquirer, chain-of-thought prompting, and chain-of-thought fine-tuning. We refer to these strategies as a new code generation approach called DomCoder . Experimental results show that all strategies of DomCoder improve the effectiveness of domain-specific code generation under certain settings.

Enhancing English Writing Skills Among University of Rwanda Students Through Morning Pages: Case of Gikondo College of Business and Economics, Rwanda

In recent decades, English has become a global lingua franca and has been adopted as the language of education in a number of countries all over the world. Rwanda, a country in Eastern Africa, followed this trend and declared English as the medium of instruction from primary school onwards in 2008. Despite this language-in-education policy, most university graduates in Rwanda have for years displayed limited proficiency in English, specifically low writing skills, which may have been enhanced by the country's linguistic landscape with a long French tradition and the use of Kinyarwanda by the majority of Rwandan citizens. This lack of students’ communication skills in English, the target language, has for long been a real concern for the researchers who are lecturers of English at the University of Rwanda. Therefore, they decided to embark on the current study to investigate whether morning pages would contribute to improving their students' English writing skills. The research was carried out at the College of Business and Economics, Gikondo Campus. It involved third-year students enrolled in the academic year 2023-2024, and it made use of quantitative and qualitative research paradigms. Purposive sampling allowed the researchers to select a sample size of 87 students out of 869. The data were collected through observations, a questionnaire, interviews, and document analysis for the sake of triangulation. For data analysis, quantitative data were processed using the Statistical Package for the Social Sciences (SPSS), whereas qualitative data were grouped into typologies and analysed inductively. The findings revealed that the use of morning pages motivated the students and helped to develop their English writing skills. Hence, the researchers recommended that morning pages be given due consideration and, thus, be introduced in students’ lives at all levels of education in Rwanda.

Organizational Readiness for Building Information Modeling Implementation in Malawi: Awareness and Competence

In developed countries, the government primarily supports the adoption of BIM. However, adoption is typically driven by the preferences of industry professionals among construction organizations in developing countries, who rely on their BIM awareness and competence. Thus, BIM competence and awareness have become an important indicator of organizational BIM readiness. To assess the level of BIM readiness, this study aims to determine the BIM competence and awareness levels among Malawian construction organizations. The study surveyed 189 construction professionals and analyzed the data using descriptive statistics and reliability tests. The findings revealed that there is a moderate level of BIM awareness among the organizations. The organizations have BIM-capable software. However, the professionals within these organizations possess a limited proficiency in BIM technical abilities, particularly in performing BIM-related services and executing BIM-related tasks. Therefore, construction organizations in Malawi should prepare for the widespread adoption of BIM by addressing the insufficient technical skills and limited awareness of BIM among their workforce. Furthermore, the study indicates that engaging in collaborative efforts could serve as a valuable foundation for the adoption of BIM within construction organizations.

Investigating the influence of temperature on salt solubility in water: a STEM approach with pre-university chemistry students

Abstract In a society heavily influenced by technological advancements, developing scientific and technological literacy among young people is essential. Along these lines, this research describes a STEM activity developed to promote the teaching of chemistry content related to the solubility of potassium nitrate in water. It also facilitated the mastery of technological skills such as programming Arduino microcontrollers and using Microsoft Excel as tools for automatic data acquisition and analysis. Eighty pre-university Chemistry students participated in this research. This pedagogical approach was divided into three main stages: (1) preliminary research on components used in the experimental apparatus; (2) introduction to the assembly of electrical circuits and Arduino programming; (3) experimental investigation of the dependence of potassium nitrate solubility on temperature. The activity allowed the students to successfully achieve the proposed chemistry learning objectives while mobilizing other scientific and technological knowledge and skills. Despite the students’ limited prior knowledge of programming and electronics, as well as their limited proficiency in data analysis software, the integration of programming in the Chemistry class proved to be a differentiating factor with a highly positive impact, particularly in terms of motivation and interest among most students.

Effectiveness assessment of recent large vision-language models

The advent of large vision-language models (LVLMs) represents a remarkable advance in the quest for artificial general intelligence. However, the models’ effectiveness in both specialized and general tasks warrants further investigation. This paper endeavors to evaluate the competency of popular LVLMs in specialized and general tasks, respectively, aiming to offer a comprehensive understanding of these novel models. To gauge their effectiveness in specialized tasks, we employ six challenging tasks in three different application scenarios: natural, healthcare, and industrial. These six tasks include salient/camouflaged/transparent object detection, as well as polyp detection, skin lesion detection, and industrial anomaly detection. We examine the performance of three recent open-source LVLMs, including MiniGPT-v2, LLaVA-1.5, and Shikra, on both visual recognition and localization in these tasks. Moreover, we conduct empirical investigations utilizing the aforementioned LVLMs together with GPT-4V, assessing their multi-modal understanding capabilities in general tasks including object counting, absurd question answering, affordance reasoning, attribute recognition, and spatial relation reasoning. Our investigations reveal that these LVLMs demonstrate limited proficiency not only in specialized tasks but also in general tasks. We delve deep into this inadequacy and uncover several potential factors, including limited cognition in specialized tasks, object hallucination, text-to-image interference, and decreased robustness in complex problems. We hope that this study can provide useful insights for the future development of LVLMs, helping researchers improve LVLMs for both general and specialized applications.

Enhancing Engagement of Hearing-impaired Pupils in Inclusive Tanzanian Classrooms through Teaching and Learning Materials

Teaching and learning materials are essential tools for enhancing the engagement of hearing-impaired pupils in inclusive classrooms. This study investigated enhancing the engagement of hearing-impaired pupils in teaching and learning materials. The study employed a qualitative, phenomenological design to gain insights into the lived experiences of the participants. Forty-four participants were purposefully selected, including head teachers, teachers, hearing-impaired pupils, and hearing pupils. Data were collected through interviews and observations and analyzed thematically using Excel pivot tables. The findings indicate that hearing-impaired pupils are engaged with teaching and learning materials, such as textbooks, reference books, maps, and diagrams, through prioritizing, showing the materials, and hands-on activities. However, their engagement is hindered by limited time and communication barriers. Furthermore, most teachers reported having limited proficiency in sign language, which hinders their ability to support these pupils in the learning process. The study recommends reviewing inclusive education policies, establishing teacher training programs, and emphasizing the use of sign language as a medium of instruction for hearing-impaired pupils.

Code switching patterns in Kazakh-Russian hybrid language practice: An empirical study

The study investigates Kazakh-Russian and Russian-Kazakh code switching in the framework of hybrid language practice to provide insights into the sense-making process among bilinguals. The unique characteristics of the synchronic linguistic situation in Kazakhstan stem from historically rooted ethnic bi- and multilingualism. Language switching has evolved into a tool for addressing communicative partners and sustaining communication in bilingual culture, rather than being viewed as a deviant pattern. It appears to be a dynamic resource for ensuring mutual understanding and harmonised communication. The study aims to reveal the motivations behind individuals’ language switching, how Kazakh and Russian speakers explain hybrid communication, and their sentiments towards it. Data from two surveys conducted in January-February of 2021 and January of 2024 are presented. Each survey involved 50 respondents with higher education, ranging in age from 21 to 40, who have resided in Kazakhstan for an extended period, with many being native-born residents. We argue that switching between the Kazakh and Russian languages serves as a communicative tool utilised by Kazakh and Russian speakers to signify their belonging to a specific sociocultural community. The study posits that hybrid language practice can be viewed from two underlying perspectives: from a ‘deficit’ perspective, signalling limited proficiency in Russian or/and Kazakh, and from a more complex sense-making communicative perspective, assisting interaction. As part of the sense-making process and in sustaining interaction with communication partners, code switching serves an instrumental function. Importantly, hybrid language practice is not portrayed as a sign of cultural decline. There is no strong correlation between the mixing of Russian and Kazakh and social, cultural, and educational barriers. Further implications for research are prompted by the rapidly changing situation. The development of the Kazakh language as a state language is becoming a major goal and central focus in this evolving context, which inevitably raises the issues of linguistic ideology. Distinguishing between ideologically neutral analysis and critical analysis of language use as a tool of symbolic power for specific social groups would provide a more gradient picture of the dynamics in Kazakhstan’s bi- and multilingual situation.

“When there’s something wrong, it’s the colour”

Abstract Haitian pupils challenge the homogenous and monolingual imaginary of the Chilean classroom primarily given their limited proficiency in Spanish and their skin colour. One bottom-up strategy implemented by some schools is the recruitment of a Haitian intercultural facilitator, whose aim is to offer linguistic and cultural support primarily through interpretation and translation. The main objective of the present article is to explore how Haitian intercultural facilitators mediate the intersection between language and race in emerging multilingual Chilean classrooms. In order to do so, the article analyses three in-depth interviews with Haitian intercultural facilitators employing the main conceptual tools offered by the model of linguistic production and circulation developed by the French sociologist Pierre Bourdieu. The main results outline that both Haitian pupils and Haitian intercultural facilitators go through a process of racialisation carried out by the rest of the school community. In turn, this affects how Haitian pupils are perceived and treated, as well as how Haitian facilitators can mediate the tensions emerging at the intersection between language and race. These findings represent novel insights into the complex but little explored multilingual schooling processes in the Global South.

THE ROLE OF RHETORIC IN TEACHER VIRTUAL EXCHANGES: NAVIGATING DIGITAL COMMUNICATION IN EDUCATIONAL CONTEXTS

Educators’ rhetorical skills are pivotal in virtual collaboration between teachers and parents, enhancing communication clarity and overcoming cultural barriers, thereby enriching educational experience and fostering intercultural understanding. A review of scientific databases such as Academic Search Complete, ERIC, SCOPUS, and Web of Science, was conducted to identify peer-reviewed articles from 2018 onwards that explore the role of rhetoric in teacher virtual exchanges. Articles were analysed for themes, findings, biases, and research gaps. A notable finding is the lack of research on rhetoric in virtual teacher exchanges, despite its potential to overcome cultural barriers and enhance collaboration. The study reveals that effective rhetorical techniques can improve clarity, persuasiveness, and intercultural understanding in virtual exchanges, indicating a need for more research and educational programs in this area. Furthermore, the study extends to virtual communication between teachers and parents, especially with non-native speakers or those with limited proficiency in the official language. This highlights the need for teachers to use sophisticated rhetorical strategies in diverse linguistic situations to improve understanding and involvement. In summary, the research underscores the significant impact of rhetorical skills in virtual teacher exchanges, with broader implications for global collaboration and intercultural understanding in the educational sphere. Keywords: educational technology, intercultural communication, parent-teacher collaboration, rhetorical strategies, virtual exchange.

Learners’ and teachers’ perspectives on the use of code switching in Geography teaching and learning

Language of instruction stands as a crucial element in fostering learners’ comprehension of any subject matter. Prior studies indicate that learners’ limited proficiency in the English language is among the factors influencing their performance in Geography. The present study delved into the impact of code switching in the domain of Lesotho’s geography education, drawing insights from both learners’ and teachers’ viewpoints. Drawing on Hoffmann’s theory of code switching, the study employed explanatory sequential mixed method research design, which involved classroom observations, focus-group interviews as well as in-depth interviews with grade 10 learners and teachers respectively. Findings indicate that code switching in geography education improves learners’ comprehension by improving their proficiency in subject-specific terminology. However, an over-reliance on code switching must be avoided as learners can lose their ability to employ geography vocabulary. This study suggests that the Lesotho Education Language Policy could be revised to include the selective use of mother tongues in teaching and learning.

Associations between digital literacy, health literacy, and digital health behaviors among rural residents: evidence from Zhejiang, China

ObjectiveWithin the digital society, the limited proficiency in digital health behaviors among rural residents has emerged as a significant factor intensifying health disparities between urban and rural areas. Addressing this issue, enhancing the digital literacy and health literacy of rural residents stands out as a crucial strategy. This study aims to investigate the relationship between digital literacy, health literacy, and the digital health behaviors of rural residents.MethodsInitially, we developed measurement instruments aimed at assessing the levels of digital literacy and health literacy among rural residents. Subsequently, leveraging micro survey data, we conducted assessments on the digital literacy and health literacy of 968 residents in five administrative villages in Zhejiang Province, China. Building upon this foundation, we employed Probit and Poisson models to empirically scrutinize the influence of digital literacy, health literacy, and their interaction on the manifestation of digital health behaviors within the rural population. This analysis was conducted from a dual perspective, evaluating the participation of digital health behaviors among rural residents and the diversity to which they participate in such behaviors.ResultsDigital literacy exhibited a notably positive influence on both the participation and diversity of digital health behaviors among rural residents. While health literacy did not emerge as a predictor for the occurrence of digital health behavior, it exerted a substantial positive impact on the diversity of digital health behaviors in the rural population. There were significant interaction effects between digital literacy and health literacy concerning the participation and diversity of digital health behaviors among rural residents. These findings remained robust even after implementing the instrumental variable method to address endogeneity issues. Furthermore, the outcomes of robust analysis and heterogeneity analysis further fortify the steadfastness of the aforementioned conclusions.ConclusionThe findings suggest that policymakers should implement targeted measures aimed at enhancing digital literacy and health literacy among rural residents. This approach is crucial for improving rural residents' access to digital health services, thereby mitigating urban–rural health inequality.

Demystifying the Digital Divide: Disparities in Telerehabilitation Readiness Among Older Adults in the United States

ObjectiveTo estimate readiness of older rehabilitation users in the United States to participate in video-based telerehabilitation and assess disparities in readiness among racial and ethnic minoritized populations, socioeconomically disadvantaged populations, and rural-dwelling older adults. DesignRetrospective cohort study using nationally representative survey data from the National Health and Aging Trends Study from 2015 and 2020. Survey-weighted regression models, accounting for complex survey design, were used to generate estimates of readiness and evaluate disparities across racial and ethnic, socioeconomic, and geographic subgroups. Odds ratios (OR) and 95% confidence intervals (CIs) were estimated for each comparison. SettingHome or community rehabilitation environments. ParticipantsA cohort of 5274 home or community-based rehabilitation users aged 70 years or older (N=5274), representing a weighted 33,576,313 older adults in the United States. InterventionsNot applicable. Main Outcome Measure(s)Video-based telerehabilitation readiness was defined consistent with prior work; unreadiness was defined as lacking ownership of internet-enabled devices, limited proficiency of use, or living with severe cognitive, visual, or hearing impairment. Telerehabilitation readiness was categorized as “Ready” or “Unready”. ResultsApproximately 2 in 3 older rehabilitation users were categorized as ready to participate in video-based rehabilitation. Significantly lower rates of readiness were observed among those living in rural areas (OR=0.75, 95% CI: 0.60-0.94), financially strained individuals (OR=0.37, 95% CI: 0.26-0.53), and among individuals identifying as Black or Hispanic (as compared with non-Hispanic White older adults: Non-Hispanic Black [OR=0.23, 95% CI: 0.18-0.30]; Hispanic [OR=0.17, 95% CI: 0.11, 0.27]). ConclusionsOur findings highlight significant disparities in the readiness to uptake video-based telerehabilitation. Policy and practice interventions to address telerehabilitation readiness should focus not only on improving broadband access but also on technology ownership and training to ensure equitable adoption in populations with lower baseline readiness.

Digital-based Career Specialization Service is an Innovative Counseling Service for Counseling Teachers of Junior High Schools

Choosing the right career specialization significantly affects students' future life prospects. However, the career specialization service provided by the Guidance and Counselling (GC) teachers remains suboptimal due to the continued reliance on manual instruments, which results in protracted analysis periods. One challenge GC teachers face is their limited proficiency in utilizing technology to digitize instruments. The objective of providing training on digital-based career guidance services is to assist counseling teachers in analyzing career guidance instruments. Digital-based career guidance service training was provided to 26 counselling teachers who are MGBK SMP Barito Kuala Regency members with brain storming and hands-on practice methods guided by the Mandatory Research Lecturer Program team. The training yielded a 75% improvement in technology-related proficiencies, meaning counseling teachers are capable of implementing this digital career specialization service within their respective academic institutions.

Examining the Issues of English-Speaking Skills that University EFL Learners Face

Speaking English is a regular part of the academic routine for EFL students enrolled in Vietnam's top undergraduate English programs. Occasionally, this approach poses numerous issues for first-year undergraduate students at both public and private universities. Despite its significance, not enough information was discovered regarding the difficulties Vietnamese university students have speaking English. One hundred and one students and twelve teachers from six universities participated in the current study, which used mixed methods to investigate the speaking issues encountered by undergraduate students. The outcome demonstrates that English majors at public and private universities encounter numerous difficulties when trying to communicate in the language. But according to this survey, students at public universities have somewhat better English proficiency and experience fewer issues than those at private universities. The participants shared their varied perspectives on how curricula, methods of instruction, and specific institutions might help students overcome their limited proficiency in speaking English. Lastly, the study offers the relevant stakeholders a number of highly detailed recommendations based on the findings.

Evaluating ICT Competencies of Higher Education Faculty:A Comprehensive Quantitative Model after the Pandemic

This study aimed to enhance the Information and Communication Technology (ICT) skills of faculty members in a higher education institution. The faculty’s limited proficiency in ICT impeded the integration of technology instruments across different topics. A training program was devised, executed, and assessed to tackle these problems within six months. Online courses were developed for participants under the training’s criteria. Quantitative data collection involved administering a pre-test and post-test, which were subsequently analyzed using descriptive statistics. The assessed competencies encompassed the utilization of computers in instructional activities and the development and implementation of educational initiatives. The findings indicated that 75% of the faculty did not typically include technology in their instructional methods, whereas 41% recognized the potential of technology to enhance and innovate teaching practices. Only 66.67% of the participants possessed knowledge of fundamental components of computers, while the same percentage was aware of basic peripherals. Additionally, 58.33% of the participants demonstrated proficiency in installing computer programs. The program sought to enhance the educational quality and showed positive modifications in formulating strategies for integrating ICTs into the curriculum. The results showcased the efficacy of the training program in improving teaching skills in the field of information and communication technologies (ICTs), enhancing the teaching methods of faculty members, and providing the opportunity to deliver courses either fully online or in a blended format.

THE EFFECT OF POP-UP BOOKS TOWARD STUDENTS’ VOCABULARY MASTERY

The research addressed the issue of insufficient vocabulary mastery among eighth-grade students at SMPN 1 Kubung during the 2022/2023 academic year. The students' limited proficiency in vocabulary was attributed to factors such as rote memorization and the lack of diverse instructional media. Consequently, pop-up books were selected as a teaching medium to investigate their impact on students' vocabulary mastery. The research employed a quasi-experimental design, and the population comprised 94 eighth-grade students at SMPN 1 Kubung for the 2022/2023 academic year. Cluster random sampling was utilized to select a sample of 63 students, with 31 assigned to the experimental group and 32 to the control group. The experimental and control groups were determined through a random draw. The pre-test score averaged 32.68, but it significantly increased to 70.41 after the intervention. Analysis using an independent samples T-test indicated that pop-up books had a more substantial impact compared to traditional pictures. The rejection of the null hypothesis (H0) suggested a significant positive effect of using pop-up books as a teaching medium on students' vocabulary mastery in the eighth grade at SMPN 1 Kubung for the 2022/2023 academic year. Based on the findings, it is recommended that teachers consider this research when exploring a broader range of teaching media to enhance student engagement in vocabulary learning. Furthermore, future researchers are encouraged to explore additional avenues for improvement and refinement based on the insights gained from this study.

Statistical Test Proficiency and Data Analysis Literacy through Statistical Package for the Social Sciences (SPSS) Workshop

This quasi-experimental study addressed the need for practical training in statistical analysis by examining the impact of SPSS workshops on statistical test proficiency and data analysis literacy among seventy Bachelor of Secondary Education in Mathematics (BSED-Math) students. The research evaluated whether SPSS workshops could significantly enhance these critical skills. Using a pre-test and post-test one-group design, the study measured statistical proficiency with a performance test and data literacy with a researcher-developed questionnaire. The results showed significant improvements, with students advancing from limited proficiency to proficiency in statistical testing and from introductory understanding to analytical competence in data literacy. Additionally, a strong positive relationship was found between statistical test proficiency and data analysis literacy, meaning that as students improved in statistical test proficiency, their data analysis literacy also improved. These findings suggest that SPSS workshops are an effective tool for enhancing students' analytical capabilities. Future research should explore how well students retain these skills over time and assess the effectiveness of similar interventions across different academic disciplines. Additionally, investigating how SPSS training influences students' ability to apply statistical methods in real-world research could provide valuable insights into its broader applicability.

Analysis of Elementary School Students’ Literacy Ability of Javanese Script Through the Use of Script Card Reviewed Based on Critical Thinking Skills

Javanese script is very important for students to learn and understand, because Javanese script is a local wisdom culture that must be preserved in order to protect the nation's language culture so that it does not become extinct through the use of regional languages such as the use of Javanese script as a means for carrying out verbal and written communication and as a cultural expression.The aims of this study were: (1) to analyze the increase in Javanese script literacy skills and (2) to describe the increase in Javanese script literacy in terms of critical thinking skills. This is mixed methods research with a sequential explanatory strategy. The research sample consisted of fifth-grade students from Tegalsari Public Elementary School and Mangkuyudan Public Elementary School. Data gathering was conducted through the utilisation of tests, interviews, and documentation. From the findings and deliberation, the researchers are able to deduce the subsequent conclusions: (1) The proficiency in Javanese script among fifth-grade students in elementary schools improves following the implementation of script media by teachers. (2) Proficiency in critical thinking is closely correlated with the ability to read and write in Javanese script. The amount of critical thinking skills accounts for 39.3% of the variation in students' literacy skills in Javanese script, leaving 60.7% to be attributed to other factors. Students who possess advanced proficiency in Javanese script literacy exhibit a pronounced inclination towards critical thinking. Students who possess a moderate level of proficiency in Javanese script literacy demonstrate either high or medium levels of critical thinking abilities. Students who possess limited proficiency in Javanese script exhibit either moderate or poor levels of critical thinking abilities. According to the findings of this study, the researchers suggest that teachers in primary schools utilise script cards in order to facilitate effective learning activities and enhance students' proficiency in Javanese script as well as their critical thinking abilities.

Measuring digital literacy with eye tracking: an examination of skills and performance based on user gaze

PurposeThis study presents an innovative approach to analyzing user behavior when performing digital tasks by integrating eye-tracking technology. Through the measurement of user scan patterns, gaze and attention during task completion, the authors gain valuable insights into users' approaches and execution of these tasks.Design/methodology/approachIn this research, the authors conducted an observational study that centered on assessing the digital skills of individuals with limited proficiency who enrolled in a computer introductory course. A group of 19 participants were tasked with completing various online assignments both before and after completing the course.FindingsThe study findings indicate a significant improvement in participants' skills, particularly in basic and straightforward applications. However, advancements in more sophisticated utilization, such as mastering efficient search techniques or harnessing the Internet for enhanced situational awareness, demonstrate only marginal enhancement.Originality/valueIn recent decades, extensive research has been conducted on the issue of digital inequality, given its significant societal implications. This paper introduces a novel tool designed to analyze digital inequalities and subsequently employs it to evaluate the effectiveness of “LEHAVA,” the largest government-sponsored program aimed at mitigating these disparities in Israel.