Digital divide as an explanatory variable for dropout in higher education

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Opis bibliograficzny
Wydane w:	International Journal of Educational Technology in Higher Education vol. 22, no. 1 (Dec 2025), p. 60
1. autor:	Barragán Moreno, Sandra Patricia
Kolejni autorzy:	Guzmán Rincón, Alfredo
Wydane:	Springer Nature B.V.
Hasła przedmiotowe:	Colombia Digital divide Higher education Socioeconomic factors Internet Information literacy Sensitivity analysis Distance learning Skills Infrastructure Student retention Education Variables System dynamics Access to information Sustainable development Social capital Digital literacy Training Undergraduate education Attrition Models College students Enrollments Equipment Simulation Inequality Educational systems Learning Dropping out Effectiveness Internet access Strategies Households Educational programs Low income groups Educational Quality Family Involvement Critical Thinking Economic Factors Competence Dropout Rate Learning Problems Self Efficacy Influence of Technology Learning Processes Equal Education Access to Computers Academic Achievement Dropout Research Environmental Influences Blended Learning Electronic Learning Extracurricular Activities Lifelong Learning School Holding Power Learner Engagement Social
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Opis
Streszczenie:	The digital divide is a multidimensional phenomenon that significantly affects access, learning, and retention in higher education. This study aimed to simulate the effects of digital inequality on student dropout rates in undergraduate programs. Using a System Dynamics methodology, a causal loop and a stock-and-flow model were developed and calibrated with empirical data from Colombia, including dropout rates, enrollment levels, household income, internet connectivity, and availability of digital devices. The model was validated structurally and behaviorally, and sensitivity analyses were conducted. Simulations were performed under three scenarios: variations in household income (affecting connectivity and equipment provision), changes in enrollment rates, and effectiveness of digital training programs. Results reveal that structural limitations, especially poor infrastructure and high dropout rates from training programs, are major drivers of student attrition related to the digital divide. The findings emphasize that dropout is not equally distributed but is shaped by socioeconomic and institutional factors. Addressing the digital divide requires systemic and policy-level interventions. This study contributes to Sustainable Development Goal 4 by offering a simulation-based approach to inform strategies that promote digital equity and reduce educational exclusion in higher education.
ISSN:	2365-9440 1698-580X
DOI:	10.1186/s41239-025-00550-0
Źródło:	Political Science Database