Digital Inclusion: Theoretical Reflection and Public Policy

This article is dedicated to the explication of digital exclusion and inclusion. The heuristic potential of the e-inclusion concept lies in the overcoming of such a limitation as a binary explanation of digital division. Three levels of digital inequality were distinguished in western studies: in access, methods and outcomes of ICT use (M. Ragnedda, E. Hargittai, A. van Deursen, J. van Dijk, E. Helsper). Operationalization of digital inclusion reflects focusing of research lenses on differences in the degree and quality of engagement in ICT. Digital inclusion and exclusion mark social positions in the continuum of digital inequality. Mechanisms of exclusion operate on micro-, meso-, and macrolevels. The concept of relative digital deprivation takes into account the differences between absolute and relative, objective and subjective digital exclusion. Scientific approaches of digital and social exclusion covariance (I. Mariёn, L. Van Audenhove, E. Helsper) are described. Practices of exclu-sion/inclusion are realized in four fields (economic, cultural, social, and individual), which have two perspectives: online and offline. Predictors of exclusion, including digital (access, skills, motivation, etc.), socioeconomic and demographic variables, are characterized. For the detection of risk groups, it is necessary to consider the functioning of digital exclusion mechanisms which transcend socially and economically vulnerable strata. The corner stones for the policy of e-inclusion are inter-sector partnership; combination of a targeted approach to vulnerable strata with inclusion of all citizens; development of telecommunication infrastructure, digital competence, and networks of support; designing of e-government sites, devices and services oriented towards users; monitoring of policy; collecting data concerning people’s digital skills. The policy of digital inclusion is directed at the extension of supply and stimulation of demand for ICT. The policy of supply is relevant at the stage of overcoming digital inequality in access gradations. Disparity in methods and outcomes of ICT use demands implementation of digital skills policy.

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