Digital divide and cultural diversity: a study on technological inclusion in Higher Education for indigenous people
The digital divide in higher education exacerbates existing inequalities, particularly among Indigenous communities with limited access to technology, internet, and digital skills. In Mexico, this issue is intensified by infrastructural shortcomings and cultural barriers, which negatively impact the...
| Autores: | , , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2025 |
| País: | Brasil |
| Institución: | Universidade La Salle (UNILASALLE) |
| Repositorio: | Revista Diálogo |
| Idioma: | español |
| OAI Identifier: | oai:ojs.revistas.unilasalle.edu.br:article/12806 |
| Acceso en línea: | https://revistas.unilasalle.edu.br/index.php/Dialogo/article/view/12806 |
| Access Level: | acceso abierto |
| Palabra clave: | digital divide higher education Indigenous communities cultural diversity digital inclusion brecha digital educación superior comunidades indígenas diversidad cultural inclusión digital |
| Sumario: | The digital divide in higher education exacerbates existing inequalities, particularly among Indigenous communities with limited access to technology, internet, and digital skills. In Mexico, this issue is intensified by infrastructural shortcomings and cultural barriers, which negatively impact the academic trajectories of Indigenous students. This study analyzes the impact of the digital divide on students from a university in the northwest region of the country, aiming to identify the main technological and cultural barriers they face and how these influence their academic performance and retention in higher education. A qualitative approach was used, including in-depth interviews and biographical narratives from three students belonging to the Pa ipai and Kumiai communities. Content analysis revealed patterns related to access, usage, and digital literacy, as well as cultural tensions surrounding the use of technology. Ethical guidelines were followed throughout the study, ensuring informed consent and participant anonymity. Results indicate that lack of infrastructure, limited connectivity, and low digital skills hinder active participation in virtual learning environments. Additionally, cultural differences and community traditions create tensions regarding the use of ICT, affecting technology adoption in rural Indigenous contexts. The study concludes that it is essential to implement strategies that respect cultural particularities and are supported by public policies aimed at improving infrastructure and digital competence. Such actions are crucial to uphold the right to education, reduce the digital divide, and foster a more inclusive and equitable higher education system for Indigenous communities. |
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