RED. Re is a de Educación a Dis ancia. Núm. 68, Vol. 21. A íc. 8, 30-No -2021
DOI: h p://dx.doi.o g/10.6018/ ed.465571
Socioeduca ional gaps de i ed om he impac o digi iza ion in
Spain 2020
Las b echas socioeduca i as de i adas del impac o de la digi alización en
España 2020
Inés Ma ía González Vidal
Uni e sidad de San iago de Compos ela. San iago de Compos ela, España
[email p o ec ed]
Ad iana Gewe c Ba ujel
Uni e sidad de San iago de Compos ela. San iago de Compos ela, España
[email p o ec ed]
Abs ac
The COVID-19 pandemic isualized how digi al asse s in luence con empo a y socie y
and play a decisi e ole in economic eco e y. The objec i e o his wo k is o iden i y
he social and educa ional gaps de i ed om he impac o he le el o digi iza ion in
Spain 2020. This esea ch is based on compa a i e educa ion as me hodological,
ela ional and c i ical wi h he echnological implemen a ion; who ies o link educa ion
wi h changes in hei social en i onmen ; in o de o con ibu e o he imp o emen o
he educa ional sys em. In his sense, based on he DESI epo o he las h ee yea s,
he case o Spain is analyzed in ela ion o he a e age sco e o he es o he EU
membe coun ies. The social gaps poin ed o p o iles o ulne able popula ions o
ha ing ew digi al skills o o being p ac ically excluded om digi al se ices and
esou ces, achie ing a new pe spec i e cen e ed on he human being will mean
achie ing economic de elopmen . The educa ional gaps poin ed o Human Capi al and
i s low skills in so wa e, ew specialis s in ICT special ies and low emale
ep esen a ion in ICT special ies. These esul s showed he impo ance o STEM and
gende -sensi i e educa ion, which appea s o be he key o economic g ow h and
na ional compe i i eness.
Key wo ds: Uni e si y and digi al socie y, DESI; digi al skills; STEM; gende .
Resumen
La pandemia de COVID-19 isualizó cómo los ac i os digi ales in luyen en la sociedad
con empo ánea y juegan un papel decisi o en la ecupe ación económica. El obje i o
de es e abajo es iden i ica las b echas sociales y educa i as de i adas del impac o del
ni el de digi alización en España 2020. Es a in es igación se basa en la educación
compa ada como me odológica, elacional y c í ica con implemen ación ecnológica;
que in en a incula la educación con los cambios en su en o no social; con el in de
con ibui a la mejo a del sis ema educa i o. En es e sen ido, a pa i del in o me DESI
de los úl imos es años, se analiza el caso de España en elación con la pun uación
media del es o de países miemb os de la UE. Las b echas sociales apun aban a pe iles
de población ulne able po ene pocas compe encias digi ales o po es a
p ác icamen e excluida de los se icios y ecu sos digi ales, log a una nue a
RED. Re is a de Educación a Dis ancia. Núm. 68, Vol. 21. A íc. 8, 30-No -2021
DOI: h p://dx.doi.o g/10.6018/ ed.465571
Socio-educa ional gaps de i ed om he impac o digi iza ion in Spain 2020 poin o a STEM and
gende -sensi i e educa ion. Inés M. González Vidal & Ad iana Gewe c Ba ujel. Página 2 de 24
pe spec i a cen ada en el se humano signi ica log a el desa ollo económico. Las
b echas educa i as apun aban al Capi al Humano y sus bajas compe encias en so wa e,
pocos especialis as en especialidades TIC y baja ep esen ación emenina en
especialidades TIC. Es os esul ados mos a on la impo ancia de la educación STEM
sensible al géne o, que pa ece se la cla e pa a el c ecimien o económico y la
compe i i idad nacional.
Palab as cla e: Uni e sidad y sociedad digi al, DESI; habilidades digi ales; CTIM;
géne o.
1. In oduc ion
The COVID-19 pandemic has gene a ed in some coun ies he oppo uni y o implemen
di e en no ma i e ools and connec i i y policies o imp o e In e ne access (Bhanda i,
2020). In his sense, ecen s udies link In e ne connec i i y wi h g ea e oppo uni ies o
use digi al skills, In e ne se ices, digi al echnology, and digi al public se ices (B yndin,
2019). Consequen ly, hose wi h inadequa e In e ne connec i i y will be a a disad an age
and expe ience g ea e digi al exclusion (Sei e , 2020). Likewise, some popula ion p o iles
a e p ac ically excluded om digi al se ices and esou ces because hey do no ha e he
means o do no ha e he necessa y skills o pa icipa e in a digi ally domina ed socie y
(Sei e , Co en, & Xie, 2020).
A p esen i is a ac , he change o he sys em o physical, socioeconomic and cul u al
ela ionships in he wo ld o digi ally connec ed ela ionships in a ne wo k (Cinnamon,
2020). The e is an eme ging in e es o co po a ions in egula ing mul iple sphe es o social
li e, imma e ial biopoli ical p oduc ion eme ges
1
(Ha d & Neg i, 2000). Social in e ac ion
is mone ized, con e ing in e ac ions, a ini ies and social, emo ional, poli ical, amily and
physical ela ionships in o da a, me ada a, a en ion, a ec ion and commi men , all cap u ed
and sold o ad e ising companies (Van Dijck, 2013).
Technological inno a ion imp o es he quali y o li e in de eloping coun ies, and jobs
ela ed o STEM con en a e a he o e on o he di usion o inno a ions, cons i u ing a
key ac o o economic g ow h and na ional compe i i eness (Gil-Gal án, Ma ín-Espinosa
& Gil-Gal an, 2021; Bianchi & Gio celli, 2020). Hence, expe s in he ields o labo
economics ha e been wa ning abou he impac o echnological change on p oduc i i y,
wo ke skills, and ou sou cing decisions, as well as he impo ance o using upda ed o mal
1
Biopoli ics is a e m coined by he poli ical scien is Michel Foucaul , i e e s o an in e sec ional
ield be ween human biology and poli ics ha akes as i s heme he adminis a ion o li e and he
popula ions o a locali y (Foucaul , 1976). In angible biopoli ical p oduc ion e e s o p oduc ion
s a ing om social li e i sel , whe e he economic, he poli ical and he cul u al inc easingly
o e lap and p oduc ion is no longe a limi ed social sphe e, since alue is p oduced ou side he
ac o y by cap u ing he o ali y o social li e (Ha d and Neg i, 2000).
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Socio-educa ional gaps de i ed om he impac o digi iza ion in Spain 2020 poin o a STEM and
gende -sensi i e educa ion. Inés M. González Vidal & Ad iana Gewe c Ba ujel. Página 3 de 24
aining p og ams (Bianchi & Gio celli, 2019; Deming & No ay, 2020; C espí & Ga cía-
Ramos, 2021).
In his con ex , he need a ises o deepen how he apid g ow h in he e iginous le el o
digi iza ion o a coun y is a ec ing he p ocesses o social and educa ional exclusion
(Kwilinski, Vyshne skyi & Dzwigol, 2020; Ma ínez Uso alde, 2020). The goal o his wo k
is o iden i y he social and educa ional gaps de i ed om he impac o he le el o
digi iza ion in Spain 2020. I is based on a me hodology in compa a i e educa ion (Adick,
2018; Ma í Ma co, 2019; Mombelli, 2019). The beha io o he DESI in Spain o he pe iod
om 2018 o 2020 is analyzed and compa ed wi h he Eu opean a e age sco e. Nex , wi h
an explo a o y and desc ip i e na u e o he Spanish DESI 2020 epo , he dimensions a e
con as ed, o iden i y possible social and educa ional gaps de i ed om he impac o he
le el o digi iza ion in Spain (Russo, 2020).
The Digi al Economy and Socie y Index is a complex a iable composed o i e undamen al
dimensions, namely: Connec i i y; Human capi al; Use o In e ne se ices; In eg a ion o
digi al echnology; and digi al public se ices. The esul s con i med he la ges gap e e ed
o Human Capi al in ela ion o he es o he dimensions. The main indings a e ela ed o
low so wa e skills, ew specialis s in ICT special ies and e en e y low alues o emale
ep esen a ion in ICT special ies. Based on hese esul s, his wo k con ibu es o highligh ing
he impo ance o he in ol emen o STEM and gende -sensi i e educa ion in uni e si y
en i onmen s, o educe he impac o he e iginous g ow h in he le el o digi iza ion o
he coun y.
1.1 Rela ed wo k
The g ow h o echnological inno a ions has made i possible o aise he le els o ne wo ks
and connec ions om home and mobile phones. High le els o connec i i y ha e in luenced
he c ea ion o new economies and ha e gene a ed new skills and digi al compe encies
equi ed o Human Capi al in an inc easingly globalized labo ma ke (B yndin, 2019).
Economic g ow h and he o ma ion o Human Capi al ha e implica ions o he knowledge
economy, which is why a new pe spec i e cen e ed on he human being is essen ial (Flo es,
Xu & Lu, 2020). Expe s in he ields o labo economics and employee aining ha e been
wa ning abou he impac o echnological change on p oduc i i y, wo ke skills, and
ou sou cing decisions, as well as he impo ance o using o mal aining p og ams (López
& Valley, 2006).
In e ne consolida ion enables a g oup o o ganiza ions o exe cise g ea e con ol o e
In e ne in as uc u es and se ices. These o ganiza ions easily each a la ge ma ke o use s,
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gende -sensi i e educa ion. Inés M. González Vidal & Ad iana Gewe c Ba ujel. Página 4 de 24
causing he ne wo k e ec
2
ha inc eases he alue o he se ice
3
and can lead o an
asymme y o powe , which in u n can be e lec ed in a ious aspec s o he se ice (A kko,
2020).
A p esen , digi al public se ices and e-go e nmen ha e no explici ly conside ed di e en
pe spec i es on ci izens as use s o hese se ices. The need a ises o explo e new
concep ualiza ions o he ci izen as a use o digi al public se ices (Dis el & Lindg en,
2019). In his sense, a new human-cen e ed pe spec i e will mean achie ing economic
de elopmen , bu also sol ing social challenges and allowing people o enjoy an adequa e
quali y o li e. Fo his, i will be necessa y o ca y ou a usion o cybe space and he eal
wo ld, gene a e quali y da a and om he e c ea e new models, alues and solu ions o sol e
challenges. In he coun ies o he Eu opean Union (EU) wi h highe le els o digi iza ion, a
signi ican educ ion in po e y and social exclusion is obse ed (Kwilinski, Vyshne skyi &
Dzwigol, 2020). This analysis shows ha he concep s o social inclusion can be be e
unde s ood by examining he meaning and conno a ion o i s opposi e ca ego y, social
exclusion (An i oiko & de Jong, 2020).
F om he educa ional poin o iew, inno a ion is a undamen al ac o in he quali y o
o ganiza ions, oge he wi h he use o ICT as a means o aining, hey cons i u e he mos
impo an elemen s o highligh in he p ocesses in a con empo a y socie y (Mendoza
Gamiño, 2019; Díaz, 2005; Sanci, 2020). The concep o social exclusion has s ong
connec ions wi h he issues o social jus ice, equi y, equal esul s, equal oppo uni ies, social
cohesion and human capi al (An i oiko & de Jong, 2020). In his scena io, he ela ionship
be ween social exclusion and echnology is complex and mul idimensional, and i can be
s eng hened because skills in in o ma ion echnology a e in insically linked o
echnological inno a ion (Sei e , Co en & Xie, 2020).
Analyzing Human Capi al om a aining and educa ional pe spec i e, he d as ic a ia ions
in he needs o he labo ma ke show an inc ease in he gap be ween educa ion in STEM
subjec s and he new skills and compe encies equi ed o Human Capi al (Psi idou & Ranie i,
2020). This is since cu en uni e si y p og ams canno be upda ed as quickly (Bianchi &
Gio celli, 2019).
Wi hin his amewo k, he e is a need o p omo e be e ICT lea ning p og ams ha aise
he le el o ICT skills; hus, helping Spanish g adua es o access an in e na ional job ma ke
and a he same ime making ou p og ams a ac i e o o eign uni e si y s uden s (Roig-
Vila, & Mo eno-Isac, 2020; Se a & Roca-Pie a, 2011). In sho , new ins i u ional policies
a e equi ed ha conside in eg a ion modali ies, a new ision o he eaching and lea ning
2
The e m ne wo k e ec o ne wo k ex e nali y, in economics, is used o desc ibe si ua ions in
which he consump ion o one pe son di ec ly in luences he u ili y o ano he , ei he posi i e o
nega i e (Chou & Shy, 1990).
3
Me cal e's law es ablishes ha he alue o a communica ions ne wo k is p opo ional o he
squa e o he numbe o i s use s (Me cal e, 2013). On he o he hand, Zip 's law uses as a basis
o jus i y he e alua ion o a global ne wo k n log (n) whe e n is he gene al size o a
communica ions ne wo k (B iscoe, Odlyzko & Tilly, 2006).
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p ocess ha in eg a es STEM con en wi h in e disciplina y me hods (Oppenheime , Mills,
Zake i, Pay e, Lidgi & Za ala, 2020; Zapa a-Ros and Lé y, 2018).
Wi hin his amewo k, he impac o digi iza ion in uni e si ies can be mi iga ed wi h an
adequa e symbiosis be ween he Uni e si y and he STEM app oach in eaching, allowing o
upda e he scien i ic, ma hema ical and echnological skills o s uden s, wi h a iew o
imp o ing digi al skills equi ed in he cu en labo ma ke (Simó, Couso and Rod íguez,
2020).
In his sense, he e is a need o p omo e be e ICT lea ning p og ams ha aise he le el o
ICT skills; hus, helping Spanish g adua es o access an in e na ional job ma ke and a he
same ime making ou p og ams a ac i e o o eign uni e si y s uden s (Roig-Vila, &
Mo eno-Isac, 2020; Se a & Roca-Pie a, 2011). In sho , new ins i u ional policies a e
equi ed ha conside in eg a ion modali ies, a new ision o he eaching and lea ning
p ocess ha in eg a es STEM con en wi h in e disciplina y me hods (CEOE, 2017;
Oppenheime , Mills, Zake i, Pay e, Lidgi & Za ala, 2020; Zapa a - Ros and Lé y, 2018).
E en hough some au ho s poin ou ha he digi al gende gap is na owing in some con ex s
(Del P e e & Almena a, 2020). O he cu en esea ch poin s o he exis ence o a p onounced
gende gap in STEM ields a he educa ional and labo ma ke le el (Johnson, Moh -
Sch oede , Moo e & English, 2020; Tellhed, Bäcks öm & Bjö klund, 2017). In his sense,
he gende app oach in educa ion is in cons an in es iga ion due o he long- e m
consequences on he pe sonal and p o essional u u e o s uden s (Hynes, Loche & Donne ,
2020; Ga cía-Peñal o, 2019).
Se e al s udies ha e shown a di ec ela ionship be ween uni e si y aining and aining o
he labo ma ke CEOE (2017). Howe e , he e a e many di e en amewo ks and poin s
o iew on his opic (C espí & Ga cía-Ramos, 2021; Ga cía-Peñal o, 2020; Deming &
No ay, 2020; Flo es, Xu & Lu, 2020; B yndin, 2019; Bianchi & Gio celli, 2019). In his
sense, inno a ion and adap a ion a e he necessa y elemen s in oday's highe educa ion
in as uc u es; i is impe a i e o he Uni e si y o ans o m i s way o hinking, no as
ac o ies o sel -indulgen p o essionals, bu as gene a o s o aluable ideas wi h g ea
in luence and po en ial o mani es echnologies and concep s ha can cause posi i e changes
in humani y (C ow, 2014).
2. Ma e ials and me hods
Digi iza ion has imp o ed he dissemina ion o scien i ic esea ch, highligh ing he
possibili y o compa a i e educa ional esea ch (Powell, 2020). Compa a ism is used in he
educa ional ield as a me hodological, ela ional and c i ical ope a ion wi h echnological
implemen a ion, which ecognizes he s udy o educa ional sys ems and p ocesses o
di e en na ions and cul u es, in o de o imp o e he na ional educa ional sys em and
consequen ly a bene i o socie y (Ma í Ma co, 2019).
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gende -sensi i e educa ion. Inés M. González Vidal & Ad iana Gewe c Ba ujel. Página 6 de 24
The analysis o digi iza ion and i s ela ionship wi h educa ion helps us unde s and how
educa ional p ocesses should e ol e (Mombelli, 2019). The e a e many possibili ies o
expansion o Compa a i e Educa ion in new lines o esea ch, in his sense, i is wo h
highligh ing he impo ance o scien i ic esea ch ha allows moni o ing eali y and
isualizing he g ea challenges acing he con empo a y educa ional sys em (Adick, 2018).
In his sense, his s udy was based on a compa a i e educa ion me hodology. The goal is o
iden i y he social and educa ional gaps de i ed om he impac o he le el o digi iza ion
in Spain 2020. To achie e ou pu pose, i e esea ch ques ions we e de eloped.
Q1: Wha was he end o he in eg a ion o digi al echnology in Spain in ela ion o he EU
a e age, acco ding o he DESI epo in he pe iod 2018-2019?
Q2: How was he e olu ion o Spanish human capi al in ela ion o he EU a e age, acco ding
o he DESI epo in he pe iod 2018-2019?
Q3: Wha human capi al equi emen s cons i u e he new digi al skills equi ed oday
acco ding o he DESI epo in he 2020 pe iod?
Q4: Wha we e he social and educa ional gaps de i ed om he impac o digi iza ion in
Spain 2020, i dimension 2Human capi al is con as ed wi h he es o he DESI 2020
dimensions (Q4.1: 1Connec i i y; Q4.2: 3Use o In e ne se ices; Q4.3: 4In eg a ion o
digi al echnology and Q4.4: 5Public se ices digi al)?
Q5: How can he social and educa ional gaps de i ed om he impac o digi iza ion in Spain
2020 be alle ia ed?
The da a used comes om he DESI 2020 epo , i should be no ed ha he esul s o he
DESI epo ela e elemen s o he digi iza ion o EU membe s a es in imes o pandemic.
The DESI a iable is made up o 5 dimensions: Connec i i y; Human capi al; Use o In e ne
se ices; In eg a ion o digi al echnology; and digi al public se ices (Russo, 2020). Table
1 shows he ope a ionaliza ion p ocess speci ying he complex a iable DESI and i s
dimensions and indica o s. In his s udy, a second eading o he da a p esen ed in his epo
is ca ied ou .
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Table 1
Ope a ionaliza ion p ocess. Sou ce: By he au ho om Russo (2020).
Va iable
Dimensions
Indica o s
DESI
2020,
Digi al
Economy
and
Socie y
Index
1 Connec i i y
1a Fixed b oadband ake-up;
1b Fixed b oadband co e age;
1c Mobile b oadband.
2 Human capi al
2a In e ne use skills;
2b Ad anced skills and de elopmen
3 Use o In e ne se ices
3a In e ne use;
3b Ac i i ies online;
3c T ansac ions.
4 In eg a ion o digi al
echnology
4a Business digi iza ion;
4b e-Comme ce.
5 Digi al public se ices
5a e-Go e nmen ;
To achie e he objec i e o his s udy, a documen a y analysis is ca ied ou and a Rela ed
Wo ks sec ion is c ea ed. The beha io o he DESI in Spain o he pe iod o h ee yea s
( om 2018 o 2020) is analyzed and compa ed wi h he Eu opean a e age sco e, desc ip i e
s a is ics a e applied. Nex , wi h an explo a o y and desc ip i e na u e o he Spanish DESI
2020, he dimensions a e con as ed, o iden i y possible social and educa ional gaps de i ed
om he impac o he le el o digi iza ion in Spain. Finally, he Resul s sec ion is c ea ed.
3. Resul s
3.1 DESI analysis in he pe iod 2018-2020
In he DESI epo o he las h ee yea s, Spain has had a good anking wi h a sco e abo e
he Eu opean a e age. Howe e , due o he high end o digi iza ion o socie y, i is
necessa y o deepen in some dimensions. In his sense, his s udy compa es he DESI
beha io o Spain in ela ion o he a e age sco e o he EU, in he pe iod 2018-2020 (Table
2).
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Table 2
DESI dimensions in he 2018-2020 pe iod. Sou ce: based on da a om Russo (2020).
DESI ank
Connec i i y
Human
Capi al
Use o
In e ne
se ices
In eg a ion
o digi al
echnology
Digi al
public
se ices
Yea s
Spain
sco e
EU
sco e
Spain
sco e
EU
sco e
Spain
sco e
EU
sco e
Spain
sco e
EU
sco e
Spain
sco e
EU
sco e
Spai
n
sco e
EU
sco e
2020
57,5
52,6
60,8
50,1
47,6
49,3
60,8
58
41,2
41,4
87,3
72
2019
53,6
49,4
55,4
44,7
44,5
47,9
55,1
55
41,3
39,8
80,9
67
2018
50,2
46,5
45,9
39,9
44,9
47,9
52,1
51,8
41,1
37,8
76,6
61,8
The Connec i i y dimension is ela ed o he adop ion o ixed b oadband, ixed b oadband
co e age, mobile b oadband, and b oadband p ices. I we analyze he pe iod 2018-2020, we
ind ha Spain, in ela ion o he sco e o he EU coun ies, ob ained a highe sco e. The
same happened wi h he Use o In e ne se ices, bu wi h a mo e disc ee di e ence, his
dimension e e s o he use ha ci izens make o In e ne se ices and online ansac ions. In
ela ion o e-Go e nmen , Spain p esen ed a good pe o mance in he Digi al public se ices
dimension, wi h a signi ican di e ence in ela ion o he EU ( igu e 1).
The In eg a ion o digi al echnology dimension is ela ed o business digi iza ion and
elec onic comme ce, analyzing he beha io o Spain in ela ion o he a e age o he EU
coun ies, i is obse ed ha he g ow h end line was disc e ely posi i e, ending o he
alue null, con as ing wi h he esul s o he EU ( igu e 2).
Figu e 1. Sco e o he dimensions: Connec i i y, Use o In e ne se ices and
Digi al public se ices. Sou ce: based on da a om Russo (2020) in Lib eO ice Calc.
RED. Re is a de Educación a Dis ancia. Núm. 68, Vol. 21. A íc. 8, 30-No -2021
DOI: h p://dx.doi.o g/10.6018/ ed.465571
Socio-educa ional gaps de i ed om he impac o digi iza ion in Spain 2020 poin o a STEM and
gende -sensi i e educa ion. Inés M. González Vidal & Ad iana Gewe c Ba ujel. Página 9 de 24
The dimension o Human capi al ( e e ing o he skills o In e ne use s and ad anced skills)
p esen s alues below he EU ( igu e 3). Analyzing he las h ee yea s, he Human Capi al
indica o shows a nega i e end line, al hough i is ue ha in he 2019-2020 pe iod he e
is a sligh upwa d end.
This
s a is ic isualizes possible social and educa ional gaps mainly ela ed o he Human Capi al
dimension and he In eg a ion o digi al echnology in Spain. Howe e , i seems ha he
analysis o digi al compe ences cons i u es he backbone o he digi al socie y, hey allow
ci izens o use digi al se ices and pa icipa e in basic and less basic ac i i ies online.
Figu e 2 Dimension In eg a ion o digi al echnology, Spain and EU a e age.
Sou ce: based on da a om Russo (2020) in Lib eO ice Calc.
Figu e 3 Dimension o Human, Spain and EU sco e.
Sou ce: based on da a om Russo (2020) in Lib eO ice Calc.
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gende -sensi i e educa ion. Inés M. González Vidal & Ad iana Gewe c Ba ujel. Página 16 de 24
When he in eg a ion o digi al echnology and human capi al is con as ed, gaps a e
obse ed, ela ed o he indica o s o 4a1 Elec onic in o ma ion exchange, 4a2 Social
ne wo ks, 4a4 Cloud, 4b2 E-comme ce billing, 2b3 ICT g adua es and 2b2 women
specialis s in ICT ( igu e 6).
F om he educa ional poin o iew, he e is e idence o he need o upda e o mal aining
p og ams ha add ess he inc easing le el o digi iza ion in he coun y and ha in eg a e
STEM con en as an in e disciplina y me hod ha allows he inancial in eg a ion o SMEs
in he adop ion o sma solu ions adap ing hei businesses o he new echnological changes
in socie y (Bianchi & Gio celli, 2019; Kwilinski, Vyshne skyi & Dzwigol, 2020; Ma ínez
Usa alde, 2020).
3.2.4 Digi al public se ices
The digi al public se ices dimension measu es bo h he demand and supply o digi al public
se ices, as well as open da a. Digi al echnologies ha e mo e and mo e po en ial, and
go e nmen s mus gua an ee and p o ide a wide a ie y o bene i s o ci izens in his ega d
Russo (2020)
This dimension includes i e indica o s: e-Go e nmen use s, P e- illed o ms, Compliance
wi h online se ices, Digi al public se ices o companies and Open da a ( able 7), i is
cha ac e ized by he e-Go e nmen domain, allowing companies o educe cos s by
2b2 Female ICT specialis s
2b1 ICT specialis s
2b3 ICT g adua es
4b3 Selling online c oss-bo de
4b2 e-Comme ce u no e
4a3 Big da a
4a4 Cloud
4b1 SMEs selling online
4a2 Social media
2a2 Abo e basic digi al skills
4a1 Elec onic in o ma ion sha ing
2a1 A leas basic digi al skills
2a3 A leas basic so wa e skills
1,10 %
3,20 %
4,00 %
7,00 %
9,00 %
11,00 %
16,00 %
19,00 % 29,00 %
36,00 %
43,00 % 57,00 %
59,00 %
In eg a ion o digi al echnology and Human capi al
(4a Business digi iza ion; 4b e-Comme ce) and (In e ne use
skills 2a, ad anced skills 2b)
Figu e 6 Dimension o 4In eg a ion o digi al echnology and 2Human capi al.
Sou ce: by he au ho s based on da a om Russo (2020).
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Socio-educa ional gaps de i ed om he impac o digi iza ion in Spain 2020 poin o a STEM and
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communica ing wi h au ho i ies and eeing up esou ces o comme cial ac i i ies.
Acco ding o he DESI 2020 epo , digi al public se ices anked well in Spain, showing a
e y good sco e well abo e he Eu opean a e age sco e.
Table 7
5Digi al public se ices, DESI 2020 in Spain. Sou ce: by he au ho s based on da a om
Russo (2020).
No
Indica o
Spain sco e
1
5a1 e-Go e nmen use s
82,00 %
2
5a2 P e- illed o ms
80,00 %
3
5a3 Online se ice comple ion
96,00 %
4
5a4 Digi al public se ices o businesses
93,00 %
5
5a 5 Open da a
90,00 %
The indica o 5a1 e-Go e nmen use s, 82% e e s o SMEs ha made elec onic sales o
o he EU coun ies. Indica o 5a2 Fo ms illed ou 80%, which e e s o he people who sen
comple ed o ms o public au ho i ies h ough he In e ne in he p e ious 12 mon hs. 5a3
comple ion o online se ice 96%, which e e s o he amoun o da a ha is p e- illed in
online o ms o public se ice. 5a4 Digi al public se ices o companies 93%, which e e s
o he p opo ion o adminis a i e s eps ha can be pe o med online o impo an li e
e en s (bi h o a child, new esidence, e c.). 5a5 Open da a 90%, his indica o b oadly
e lec s he p opo ion o public se ices equi ed o s a a business and conduc egula
business ope a ions ha a e a ailable online o domes ic and o eign use s. Se ices p o ided
h ough a po al ecei e a highe sco e, se ices ha only p o ide in o ma ion (bu mus be
comple ed o line) ecei e a mo e limi ed sco e.
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DOI: h p://dx.doi.o g/10.6018/ ed.465571
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gende -sensi i e educa ion. Inés M. González Vidal & Ad iana Gewe c Ba ujel. Página 18 de 24
When he alues o digi al public se ices and human capi al a e con as ed. The alues show
a e y la ge gap be ween bo h dimensions, he mos c i ical alues a e: 2a2 abo e basic
digi al skills, 2b3 g adua es in ICT, 2b1 specialis s in ICT and 2b2 women specialis s in ICT
( igu e 7). I is e iden ha echnological inno a ions ha e a g ea impac on con empo a y
economic, social and educa ional ela ions. (Sanci, 2020).
In he DESI 2020 epo , Spain anks second in he EU in digi al public se ices, well abo e
he EU a e age. A consensus is eached among all public adminis a ions o de elop he
same in e ope able digi al in as uc u e by de aul . The indica o s show a high le el o
online in e ac ion be ween public au ho i ies, ci izens and businesses (Russo, 2020).
Howe e , i we compa e his esul wi h he sco es o he Human capi al dimension, we ind
a e y la ge gap.
4. Discussion
The yea 2020 was ma ked by heal h e en s caused by COVID-19, EU membe coun ies
expe ienced a highe le el o digi iza ion in socie y, which was a g ea challenge o
uni e si ies. The COVID-19 c isis demons a ed ha digi al skills a e c ucial oday, enabling
ci izens o access in o ma ion and se ices o e he In e ne . The DESI 2020 epo
summa izes he mos impo an digi al pe o mance indica o s o Eu opean coun ies in
imes o pandemic.
This wo k analyzed he DESI a iable composed o 5 dimensions: Connec i i y; Human
capi al; Use o In e ne se ices; In eg a ion o digi al echnology; and digi al public se ices
Figu e 7 Dimension o Digi al public se ices and Human capi al.
Sou ce: by he au ho s based on da a om Russo (2020).
1,10 %
3,20 %
4,00 %
36,00 %
57,00 %
59,00 %
80,00 %
82,00 %
90,00 %
93,00 %
96,00 %
2b2 Female ICT specialis s
2b1 ICT specialis s
2b3 ICT g adua es
2a2 Abo e basic digi al skills
2a1 A leas basic digi al skills
2a3 A leas basic so wa e skills
5a2 P e- illed o ms
5a1 e-Go e nmen use s
5a5 Open da a
5a4 Digi al public se ices o businesses
5a3 Online se ice comple ion
Sco e (%)
5 Digi al public and 2 Human Capi al
(5a e-Go e nmen ) and (2 aIn e ne use skills and 2b
ad anced skills )
RED. Re is a de Educación a Dis ancia. Núm. 68, Vol. 21. A íc. 8, 30-No -2021
DOI: h p://dx.doi.o g/10.6018/ ed.465571
Socio-educa ional gaps de i ed om he impac o digi iza ion in Spain 2020 poin o a STEM and
gende -sensi i e educa ion. Inés M. González Vidal & Ad iana Gewe c Ba ujel. Página 19 de 24
(Russo, 2020). A i s s udy compa ed he DESI o Spain in ela ion o he a e age sco e o
he EU, in he pe iod 2018-2020. Spain ob ained a high sco e in he dimensions analyzed
Connec i i y, Use o In e ne se ices and Digi al public se ices, wi h Digi al public
se ices being he dimension wi h he mos signi ican di e ence. In eg a ion o digi al
echnology in Spain in ela ion o he a e age o he EU coun ies, was obse ed wi h a
sligh ly posi i e end line and ending o ze o, con as ing wi h he esul s o he EU (Q1).
Howe e , Human capi al ob ained alues below he EU; showed a nega i e end line; in he
2019-2020 pe iod wi h a sligh upwa d end (Q2). These esul s isualized possible social
and educa ional gaps ela ed mainly o he Human Capi al dimension and he In eg a ion o
digi al echnology in Spain.
The ollowing s udy del es in o he Human capi al indica o , he esul s show low sco es o
all Human capi al indica o s compa ed o he es (Q3). Fo example, he lowes sco es e e
o digi al skills supe io o basic ones, ha is, G adua es in ICT 4.00%; ICT specialis s wi h
3.20% and Women ICT specialis s wi h 1.10%. In his sense, in he Rela ed jobs sec ion,
some au ho s wa n abou he impac o echnological change on p oduc i i y, he skills o
wo ke s. Economic g ow h and human capi al o ma ion ha e implica ions o he
knowledge economy, so a new human-cen e ed pe spec i e is essen ial (CEOE, 2017;
Psi idou & Ranie i, 2020; Russo, 2020; Kwilinski, Vyshne skyi & Dzwigol, 2020; B yndin,
2019; Flo es, Xu & Lu, 2020; López and Valley, 2006).
The In eg a ion o digi al echnology dimension, which is ela ed o business digi iza ion and
elec onic comme ce, was analyzed in he pe iod om 2018 o 2020. This dimension
p o ides oppo uni ies o un you own business using digi al echnology esou ces.
Howe e , i was obse ed ha he g ow h line o Spain 2020 in ela ion o he Eu opean
a e age sco e was almos nil (Q4.3). This esul may be jus i ied because some sec o s do
no ha e he means o do no ha e he necessa y skills o pa icipa e in a digi ally domina ed
socie y (Sei e , Co en, & Xie, 2020, A kko, 2020).
The dimension Use o In e ne se ices, shown in indica o 3a1 People who ha e ne e used
he In e ne , was 8%. Some p e ious s udies ha e isualized people who will be a a
disad an age due o inadequa e In e ne connec i i y o because hey do no ha e he
necessa y skills, hese people expe ience g ea e digi al exclusion (Sei e , Co en & Xie,
2020). So, digi al exclusion is mos e iden in hose who a e mos ulne able. Looking a he
opposi e ca ego y, digi al inclusion will be inhe en in he concep o p o iding sma
suppo , especially o ulne able people o become amilia wi h sma elec onics and
pa icipa e in an inc easingly digi ized socie y (An i oiko & de Jong, 2020) (Q4.2).
The Connec i i y dimension in he DESI 2020 epo e e s o he adop ion o ixed
b oadband, ixed b oadband co e age, mobile b oadband, and b oadband p ices. In his case,
Spain p esen ed sco es abo e he EU. Ha ing connec i i y gi es use s g ea e oppo uni ies
o use digi al skills, In e ne se ices, digi al echnology, and digi al public se ices. In
gene al, he EU membe coun ies ha showed he highes le els o digi iza ion manipula e
a mo e signi ican educ ion in po e y and social exclusion. Howe e , hose wi h inadequa e
In e ne connec i i y will be a a disad an age and expe ience g ea e digi al exclusion.
RED. Re is a de Educación a Dis ancia. Núm. 68, Vol. 21. A íc. 8, 30-No -2021
DOI: h p://dx.doi.o g/10.6018/ ed.465571
Socio-educa ional gaps de i ed om he impac o digi iza ion in Spain 2020 poin o a STEM and
gende -sensi i e educa ion. Inés M. González Vidal & Ad iana Gewe c Ba ujel. Página 20 de 24
(Bhanda i, 2020; Kwilinski, Vyshne skyi & Dzwigol, 2020; An i oiko & de Jong, 2020;
B yndin, 2019; Sei e , 2020). In his esea ch, he sco es o he Connec i i y dimension
we e con as ed wi h hose o Human Capi al, a conside able gap was obse ed be ween he
wo dimensions, in his sense bo h indica o s had e y une en g ow h in Spain 2020 (Q4.1).
Digi al public se ices and human capi al a e con as ed and show a e y la ge gap be ween
bo h dimensions. In 2020, a signi ican g ow h was expe ienced in he le els o digi iza ion
in he go e nmen con ex in e ms o digi al public se ice in Spain 2020 (Q4.4).
The analysis o he social and educa ional gaps caused by he impac o he le el o
digi iza ion in socie y, he echnological change in p oduc i i y and he skills o wo ke s,
ha e gene a ed an inc ease in he gap be ween educa ion in STEM subjec s and new skills
and compe encies equi ed o Human Capi al (Psi idou & Ranie i, 2020; Roig-Vila, &
Mo eno- Isac, 2020; Se a & Roca-Pie a, 2011) (Q5).
5. Conclusion
In summa y, his s udy iden i ied educa ional gaps ela ed o human capi al ha we e: low
so wa e skills, ew specialis s in ICT special ies and e en e y low alues o emale
ep esen a ion in ICT special ies. Social gaps we e also iden i ied ela ed o people who
ne e use he In e ne associa ed wi h p o iles o he popula ion ha a e p ac ically excluded
om digi al se ices and esou ces. These esul s poin o he need o upda e o mal aining
p og ams ha add ess he g owing le el o digi iza ion in he coun y, in eg a ing STEM
con en and a gende pe spec i e in Educa ion.
These indings lead o he need o implemen possible solu ions om wi hin he uni e si ies.
Uni e si ies mus be able o ein en hemsel es and upda e hei aining p og ams as
quickly as changes a e aking place in he labo ma ke . Educa ional p ocesses a e no longe
concei ed as an isola ed o closed sys em in ela ion o i s con ex , which leads o a pa adigm
b eak. Hence, he need o a icula e new op ions ha allow he con empo a y educa ional
sys em o be pe cei ed as highly in e ela ed wi h o he subsys ems ha make up i s
en i onmen , especially eme ging economic subsys ems. Technological inno a ion mus be
p omo ed and applied o he educa ional ield, o upda e Human Capi al skills o i s highes
le el, his seems o be undamen al o imp o e he quali y o li e in de eloping coun ies.
Howe e , STEM con en appea s o be he key o economic g ow h and na ional
compe i i eness. The STEM app oach in educa ion has de eloped a new way o lea ning. I
is a me hodology ha links heo y and p ac ice and mo es away om passi e, heo e ical
and epe i i e lea ning. I makes i possible o simpli y s udy p og ams, educe o e lea ning,
and adop eaching me hods ha be e engage s uden s in mo e ealis ic and specialized
con ex s. Likewise, his ype o eaching has implica ions in aspec s o equi y and inno a ion,
since i in luences he de elopmen o he wo k o ce, eaching amewo ks, indus ies, non-
o mal educa ion, gende gaps, among o he aspec s.
RED. Re is a de Educación a Dis ancia. Núm. 68, Vol. 21. A íc. 8, 30-No -2021
DOI: h p://dx.doi.o g/10.6018/ ed.465571
Socio-educa ional gaps de i ed om he impac o digi iza ion in Spain 2020 poin o a STEM and
gende -sensi i e educa ion. Inés M. González Vidal & Ad iana Gewe c Ba ujel. Página 21 de 24
The STEM app oach o educa ion is essen ial o imp o ing he abili y o compe e o high-
quali y jobs. In his sense, i seems e y impo an o conside he gaps ela ed o STEM
con en wi h a gende pe spec i e, he DESI 2020 epo isualizes he exis ence o a la ge
gende imbalance in he numbe o women ICT specialis s. A p onounced gende gap in
STEM ields a he educa ional and labo ma ke le el. In his sense, a gende -sensi i e
educa ion mus be cons an ly in es iga ed, due o he long- e m consequences on he
pe sonal and p o essional u u e o emale s uden s.
Recei ed: Janua y 1, 2021
Accep ed: No embe 03, 2021
Published: No embe 30, 2021
González Vidal, I.M., & Gewe c Ba ujel, A. (2021). Socio-educa ional gaps de i ed
om he impac o digi iza ion in Spain 2020 poin o a STEM and gende -sensi i e
educa ion. RED. Re is a Educación a Dis ancia, 21(68).
h p://dx.doi.o g/10.6018/ ed.465571
Financing
This wo k has no ecei ed any speci ic g an s om unding agencies in he public,
comme cial, o non-p o i sec o s.
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