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  3. Digital Divide Among Higher Education Faculty.
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Digital divide among higher education faculty.

Kamal Ahmed Soomro1,2, Ugur Kale3, Reagan Curtis3

  • 1Department of Education, Institute of Business Management (IoBM), Karachi 75190, Pakistan.

International Journal of Educational Technology in Higher Education
|September 26, 2025

View abstract on PubMed

Summary
This summary is machine-generated.

The digital divide impacts Pakistani higher education faculty across physical access, motivation, skills, and usage. Significant inequalities exist based on personal and positional factors, affecting technology integration in teaching.

Keywords:
Access to technologyDigital divideDigital equityFacultyICT

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Area of Science:

  • Social Sciences
  • Education Technology
  • Information Science

Background:

  • The digital divide, encompassing access, motivation, skills, and usage of information and communication technologies (ICT), is more pronounced in developing nations.
  • A notable gap exists in research concerning the digital divide among higher education faculty, particularly in developing countries.

Purpose of the Study:

  • To investigate digital inequalities among Pakistani faculty at physical, motivational, skills, and usage levels.
  • To examine how personal and positional categories influence faculty's ICT access.
  • To explore the relationship between faculty's instructional ICT usage and other dimensions of ICT access.

Main Methods:

  • Utilized a 57-item Faculty's ICT Access (FICTA) scale to assess digital inequalities.
  • Investigated digital inequalities across four levels: physical access, motivation, skills, and usage.
  • Analyzed data concerning faculty's personal and positional categories.

    • Main Results:

    • Significant differences were found in faculty's ICT access across the four levels, varying by personal and positional attributes.
    • The study identified disparities in ICT access and usage among Pakistani university faculty.
    • Findings support and extend van Dijk's framework on successive kinds of ICT access.

    Conclusions:

    • Personal and positional factors significantly shape the digital divide experienced by higher education faculty.
    • Addressing these inequalities is crucial for effective technology integration in Pakistani higher education.
    • The study provides empirical evidence for theoretical frameworks on digital inequality in academic settings.