Volume 12, Issue 2 (9-2025)
Human Information Interaction 2025, 12(2): 25-45 |
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Azimi Z, kian M, Mahdavinesab Y, Aliasgari M. تحلیل شکاف دیجیتال در برنامه درسی دوره ابتدایی از منظر عوامل، پیامدها و راهکارهای بهبودبخشی آن. Human Information Interaction 2025; 12 (2)
URL: http://hii.khu.ac.ir/article-1-3230-en.html
URL: http://hii.khu.ac.ir/article-1-3230-en.html
Department of Curriculum Studies, Faculty of Psychology and Educational Sciences, Kharazmi University, Tehran, Iran.
Abstract: (5 Views)
Introduction
In the digital age, Information and Communication Technology (ICT) has evolved from a supplementary tool to a fundamental element reshaping educational systems worldwide. The COVID-19 pandemic accelerated this transformation, making virtual education not just an alternative but a necessity (UNESCO, 2020). However, rather than reducing educational inequalities, this technological shift often exacerbated them — particularly in elementary education, where children’s cognitive, emotional, and social foundations are formed. The concept of the “digital divide” has thus emerged as one of the most critical challenges in contemporary curriculum design — a multidimensional phenomenon encompassing not only physical access to technology but also digital skills, cultural attitudes, and policy infrastructures (van Dijk, 2020; Helsper, 2021). This study aims to comprehensively analyze the digital divide in the elementary school curriculum of Isfahan Province, Iran, focusing on identifying its root causes, educational and social consequences, and proposing practical, evidence-based solutions.
Methods and Materoal
This research employed a mixed-methods (qualitative-quantitative) approach with a descriptive-survey design. In the qualitative phase, semi-structured interviews were conducted with nine educational experts (university professors, school principals, teachers, and ICT specialists), and data were analyzed using thematic analysis. In the quantitative phase, the statistical population included 220 individuals teachers, students, and manager from second-grade elementary schools across advantaged, semi-advantaged, and disadvantaged areas of Isfahan Province. A sample of 140 participants was selected via stratified random sampling. Data were collected using a researcher-developed 58-item questionnaire, whose content and face validity were confirmed by experts, and reliability was verified using Cronbach’s alpha (α > 0.79 for all constructs). Quantitative data were analyzed using SPSS v.26 and SmartPLS v.3, employing Structural Equation Modeling (SEM). Model fit and construct validity were assessed using indices such as SRMR, NFI, GOF, AVE, and composite reliability.
Resultss and Discussion
Qualitative analysis identified six axial codes for causes (27 sub-codes), five for consequences (16 sub-codes), and five for solutions (15 sub-codes). Quantitative SEM results revealed that individual factors — particularly “lack of awareness and knowledge” (factor loading = 0.942) and “resistance to digital systems” — were the strongest predictors of the digital divide (path coefficient = 0.889), indicating that attitudinal and skill-based barriers outweigh technological shortages. Economic factors (path coefficient = 0.928, R² = 0.861) and cultural factors (path coefficient = 0.872) followed closely, highlighting the role of household income, school budgets, and traditional mindsets. Key consequences included reduced educational quality (path coefficient = 0.813) and educational inequality (path coefficient = 0.881), directly undermining the core mission of equitable, high-quality learning. Other significant impacts were diminished critical thinking and creativity, and weakened social interactions and collaboration. Among solutions, promoting educational equity and reducing disparities (R² = 0.884) emerged as the most critical, reflecting stakeholders’ deep awareness that resource distribution must precede technological interventions. Other key strategies included enhancing digital skills for teachers and students, promoting a culture of responsible technology use, improving access to devices and internet, and upgrading school technological infrastructures. All 58 identified components were statistically significant at the 95% confidence level (P-Value = 0.000, T-Value > 1.96), and model fit indices (GOF=0.68, SRMR=0.071, NFI=0.924) confirmed excellent model validity and reliability.
Conclusion
The digital divide in Isfahan’s elementary curriculum is a systemic crisis rooted in structural, cultural, and economic inequalities. Without coordinated, multi-level interventions, any single-dimensional effort such as device distribution or teacher training alone is destined to fail. This study demonstrates that an effective solution requires a tripartite strategy: equity in access (needs-based resource allocation), human empowerment (teacher training and attitude transformation), and infrastructure and content enhancement (high-speed internet, localized digital content). We recommend the development and implementation of a provincial “Digital Equity in Education Strategy for Isfahan,” co-designed with stakeholders, supported by sustainable funding, continuous monitoring mechanisms, and targeted support programs for low-income families. This framework not only offers a localized solution for Isfahan but can also serve as a national model for other provinces. The findings provide policymakers and curriculum designers with a scientifically grounded, practical, and culturally responsive roadmap to bridge the digital divide, ensure educational justice, and enhance learning quality during the most formative stage of a child’s education
In the digital age, Information and Communication Technology (ICT) has evolved from a supplementary tool to a fundamental element reshaping educational systems worldwide. The COVID-19 pandemic accelerated this transformation, making virtual education not just an alternative but a necessity (UNESCO, 2020). However, rather than reducing educational inequalities, this technological shift often exacerbated them — particularly in elementary education, where children’s cognitive, emotional, and social foundations are formed. The concept of the “digital divide” has thus emerged as one of the most critical challenges in contemporary curriculum design — a multidimensional phenomenon encompassing not only physical access to technology but also digital skills, cultural attitudes, and policy infrastructures (van Dijk, 2020; Helsper, 2021). This study aims to comprehensively analyze the digital divide in the elementary school curriculum of Isfahan Province, Iran, focusing on identifying its root causes, educational and social consequences, and proposing practical, evidence-based solutions.
Methods and Materoal
This research employed a mixed-methods (qualitative-quantitative) approach with a descriptive-survey design. In the qualitative phase, semi-structured interviews were conducted with nine educational experts (university professors, school principals, teachers, and ICT specialists), and data were analyzed using thematic analysis. In the quantitative phase, the statistical population included 220 individuals teachers, students, and manager from second-grade elementary schools across advantaged, semi-advantaged, and disadvantaged areas of Isfahan Province. A sample of 140 participants was selected via stratified random sampling. Data were collected using a researcher-developed 58-item questionnaire, whose content and face validity were confirmed by experts, and reliability was verified using Cronbach’s alpha (α > 0.79 for all constructs). Quantitative data were analyzed using SPSS v.26 and SmartPLS v.3, employing Structural Equation Modeling (SEM). Model fit and construct validity were assessed using indices such as SRMR, NFI, GOF, AVE, and composite reliability.
Resultss and Discussion
Qualitative analysis identified six axial codes for causes (27 sub-codes), five for consequences (16 sub-codes), and five for solutions (15 sub-codes). Quantitative SEM results revealed that individual factors — particularly “lack of awareness and knowledge” (factor loading = 0.942) and “resistance to digital systems” — were the strongest predictors of the digital divide (path coefficient = 0.889), indicating that attitudinal and skill-based barriers outweigh technological shortages. Economic factors (path coefficient = 0.928, R² = 0.861) and cultural factors (path coefficient = 0.872) followed closely, highlighting the role of household income, school budgets, and traditional mindsets. Key consequences included reduced educational quality (path coefficient = 0.813) and educational inequality (path coefficient = 0.881), directly undermining the core mission of equitable, high-quality learning. Other significant impacts were diminished critical thinking and creativity, and weakened social interactions and collaboration. Among solutions, promoting educational equity and reducing disparities (R² = 0.884) emerged as the most critical, reflecting stakeholders’ deep awareness that resource distribution must precede technological interventions. Other key strategies included enhancing digital skills for teachers and students, promoting a culture of responsible technology use, improving access to devices and internet, and upgrading school technological infrastructures. All 58 identified components were statistically significant at the 95% confidence level (P-Value = 0.000, T-Value > 1.96), and model fit indices (GOF=0.68, SRMR=0.071, NFI=0.924) confirmed excellent model validity and reliability.
Conclusion
The digital divide in Isfahan’s elementary curriculum is a systemic crisis rooted in structural, cultural, and economic inequalities. Without coordinated, multi-level interventions, any single-dimensional effort such as device distribution or teacher training alone is destined to fail. This study demonstrates that an effective solution requires a tripartite strategy: equity in access (needs-based resource allocation), human empowerment (teacher training and attitude transformation), and infrastructure and content enhancement (high-speed internet, localized digital content). We recommend the development and implementation of a provincial “Digital Equity in Education Strategy for Isfahan,” co-designed with stakeholders, supported by sustainable funding, continuous monitoring mechanisms, and targeted support programs for low-income families. This framework not only offers a localized solution for Isfahan but can also serve as a national model for other provinces. The findings provide policymakers and curriculum designers with a scientifically grounded, practical, and culturally responsive roadmap to bridge the digital divide, ensure educational justice, and enhance learning quality during the most formative stage of a child’s education
Keywords: Digital Divide, Primary Education Curriculum, Educational Justice, Structural Equation Modeling
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