Examining the Digital Divide in Türkiye Within a Multi-Level Framework
Öz
This study examines the digital divide in Türkiye within a relational and multi-level framework, encompassing first-level (motivation and access), second-level (digital skills and usage), and third-level (outcomes) dimensions. The research is based on data collected from ICT users aged 18 and over across Türkiye, and the analyses were conducted on a final sample of 1,033 participants obtained through proportional probability sampling. A two-stage analytical design was employed. In the first stage, the effects of socio-demographic variables—including age, gender, education, income, marital status, settlement, English proficiency, number of children in the household, personality traits, and employment status—on digital divide indicators were tested using multiple linear regression analysis. The findings indicate that age, education, income, English proficiency, personality structure, and employment status exert significant and differentiating effects on digital inequalities. In the second stage, the causal and hierarchical structure of the digital divide was tested through a structural equation model inspired by Van Dijk’s Resources and Appropriation Theory. The results reveal strong and multidimensional relationships among motivation, access, skills, usage, and outcomes, confirming that digital inequalities in Türkiye are closely intertwined with socio-demographic dynamics. In this respect, the study contributes to the literature by empirically testing the digital divide through an integrated model, offering a comprehensive framework that moves beyond fragmented approaches.
Anahtar Kelimeler
Digital Divide, Digital Inequalities, Digital Gap, Socio-Demographic Inequalities
Etik Beyan
The study is derived from the author’s doctoral dissertation. Research and publication ethics were observed throughout the study, and there is no conflict of interest.
Kaynakça
- Acilar, A. (2021). Age and Digital Divide: The Case of a Developing Country, Turkey. International Journal of Innovation in the Digital Economy (IJIDE), 12(3), 17-29.
- Aesaert, K., & van Braak, J. (2015). Gender and socioeconomic related differences in performance based ICT competences. Computers & Education, 84, 8-25. doi:https://doi.org/10.1016/j.compedu.2014.12.017
- Alam, M. J., Hassan, R., & Ogawa, K. (2023). Digitalization of higher education to achieve sustainability: Investigating students’ attitudes toward digitalization in Bangladesh. International journal of educational research open, 5, 100273. doi:https://doi.org/10.1016/j.ijedro.2023.100273
- Ay, S., & Kılıç, T. (2023). Coğrafi Dijital Uçurum: Türkiye’de Dijital Dönüşümün Kentsel-Kırsal, Bölgesel ve Cinsiyet Eşitsizlikleri. Coğrafya Dergisi(46), 111-122.
- Aydin, M. (2021). Does the digital divide matter? Factors and conditions that promote ICT literacy. Telematics and Informatics, 58, 101536. doi:https://doi.org/10.1016/j.tele.2020.101536
- Baker, C. (2013). A connection for all ages: Enabling the benefits of high-speed Internet access for older adults. AARP Public Policy Institute, 79, 18.
- Bingöl, M. (2024). Kaynaklar ve Benimseme Teorisi Çerçevesinde Türkiye’nin Dijital Bölünmenin İncelenmesi. (Ph. D.). Ankara Haci Bayram Veli Üniversitesi, Lisansüstü Eğitim Enstitüsü.
- Blank, G., & Groselj, D. (2016). Dimensions of Internet use: amount, variety, and types. In Current Research on Information Technologies and Society (pp. 27-45): Routledge.
- Blank, G., & Lutz, C. (2018). Benefits and harms from Internet use: A differentiated analysis of Great Britain. New media & society, 20(2), 618-640. doi:10.1177/1461444816667135
- Bonfadelli, H. (2002). The Internet and knowledge gaps: A theoretical and empirical investigation. European Journal of communication, 17(1), 65-84.