COVID-19 and digital inequalities: Reciprocal impacts and mitigation strategies
Open accessAbstract
With more than three billion people in isolation, the status of digital spaces is switching from an amenity to a necessity, as they become not only the main way to access information and services, but also one of the only remaining vectors for economic, educational, and leisure activities as well as for social interactions to take place. However, not all are equals in terms of access to networks or connected devices, or when it comes to the skills required to navigate computerized spaces optimally. Digital inequalities were already existing, yet the COVID-19 crisis is exacerbating them dramatically. On the one hand, the crisis will worsen digital inequalities within the population. On the other hand, digital inequalities represent a major risk factor of vulnerability for exposure to the virus itself, and for the non-sanitary consequences of the crisis. Therefore, this paper aims at exploring the reciprocal impacts of the COVID-19 crisis and digital inequalities, and to propose operative solutions to help fight the nefarious consequences of the crisis. We first describe how digital inequalities are a determinant of health. We then investigate how COVID-19 can potentiate digital inequalities, and how digital inequalities potentiate vulnerability to COVID-19. Finally, in order to contribute to the mitigation of this crisis, we propose a set of multi-layered strategies focusing on actionability that can be implemented at multiple structural levels, ranging from governmental to corporate and community levels.
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The ramifications of the digital divide were amplified during the COVID-19 pandemic, as youth with limited access to digital devices and high-speed broadband were further disenfranchised when schooling went online.
“The ramifications of the digital divide were amplified during the COVID-19 pandemic, as youth with limited access to digital devices and high-speed broadband were further disenfranchised when schooling went online (Beaunoyer et al., 2020).”
From Technologizing Bronfenbrenner: Neo-ecological Theory. (2023) · cites this paper as Beaunoyer et al., 2020
In “How COVID-19 potentiates digital inequalities” (page unavailable), the paper says the pandemic worsened disparities in access to devices and fast Internet connections, including for learning. It also calls digital access essential to education during COVID-19, but does not specifically say that youth were further disenfranchised when schooling moved online. (LLM, conf=0.86)
Experimental — accuracy not yet measuredHealth information about COVID prevention, testing, and vaccines was primarily transmitted through digital media, making lower socioeconomic and rural youth more vulnerable to the virus.
“In addition to social isolation, health information about COVID prevention, testing, and vaccines was primarily transmitted through digital media, making lower socioeconomic and rural youth more vulnerable to the virus itself (Beaunoyer et al., 2020).”
From Technologizing Bronfenbrenner: Neo-ecological Theory. (2023) · cites this paper as Beaunoyer et al., 2020
In “Vulnerability to the virus itself” (page unavailable), the paper says official agencies mainly used digital spaces to communicate protective measures and that rural residents can be difficult to reach, increasing vulnerability to infection. It does not establish that information about testing or vaccines was mainly delivered digitally, or specifically identify lower-socioeconomic and rural youth as the affected group. (LLM, conf=0.88)
Experimental — accuracy not yet measuredThe COVID-19 pandemic has increased digital inequalities further.
“The COVID-19 pandemic has increased digital inequalities further”
From COVID-19 and teacher education: a literature review of online teaching and learning practices (2020) · cites this paper as Beaunoyer, Dupéré, and Guitton 2020
The section “How COVID-19 potentiates digital inequalities” says COVID-19 is “bound to deepen existing digital inequalities” and that digital exclusion is “likely to get exacerbated.” This supports the direction of the claim, but the paper frames the increase as an expectation rather than an established outcome, whereas “has increased” states it as fact. (LLM, conf=0.82)
Experimental — accuracy not yet measuredLimited access to technology and internet has affected the normal development of teaching and learning practices.
“These have not only affected the normal development of teaching and learning practices”
From COVID-19 and teacher education: a literature review of online teaching and learning practices (2020) · cites this paper as Beaunoyer, Dupéré, and Guitton 2020
The COVID-19 pandemic has revealed an additional impact in terms of social support networks that are crucial for the preservation of interpersonal ties and social structures.
“has revealed an additional impact in terms of social support networks that are so crucial for the preservation of our interpersonal ties and social structures (Beaunoyer, Dupéré, and Guitton 2020).”
From COVID-19 and teacher education: a literature review of online teaching and learning practices (2020) · cites this paper as Beaunoyer, Dupéré, and Guitton 2020
Limited access to technology and internet was a reality and continues to be a reality that recent lockdowns and adoption of remote learning have exacerbated.
“limited access to technology and internet was a reality and continues to be a reality that the recent lockdowns and adoption of remote learning have exacerbated.”
From COVID-19 and teacher education: a literature review of online teaching and learning practices (2020) · cites this paper as Beaunoyer, Dupéré, and Guitton 2020
Limited access to technology and internet has uncovered issues of digital inequality emerging from access to technology and differences in digital literacy embedded in social, economic and cultural context.
“have also uncovered issues of digital inequality emerging from access to technology as well as differences in digital literacy that are deeply embedded in social, economic and cultural context (Beaunoyer, Dupéré, and Guitton 2020).”
From COVID-19 and teacher education: a literature review of online teaching and learning practices (2020) · cites this paper as Beaunoyer, Dupéré, and Guitton 2020
Key challenges persist, including the rise of potentially harmful misinformation and digital inequalities.
“Key challenges persist, including the rise of potentially harmful misinformation 98,99 and digital inequalities 100 (discussed below).”
From Digital technologies in the public-health response to COVID-19 (2020) · cites this paper as [100]
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- Authors
- Beaunoyer, E., Dupéré, S., & Guitton, M. J.
- Affiliations
- Université Laval (CA)
- Corresponding author
- Guitton, Matthieu J.
- Venue
- Computers in Human Behavior
- Publisher
- Elsevier BV
- Published
- 2020-10
- Volume
- 111
- Pages
- 106424
- ISSN
- 0747-5632 (ISSN-L)
- PMC
- PMC7213963
- OpenAlex
- W3024530634
- Semantic Scholar
- 1d18702ce32e598ce84f185eaa19fa3f8b229250
- Cited by
- 1,114
- References
- 63
- Citations by year
- 2026: 70 · 2025: 93 · 2024: 154 · 2023: 220 · 2022: 251 · 2021: 243 · 2020: 83
- FWCI
- 302.41
- Type
- journal article
- Language
- en
- Open access
- green
- www.ncbi.nlm.nih.gov
- Locations
- Computers in Human Behavior (publishedVersion)
- PubMed Central (publishedVersion)
- PubMed (publishedVersion)
- Funders
- Vanier Canada Graduate
- Topics
- Social Sciences › Education › Education during COVID-19 pandemic
- Physical Sciences › Engineering › Media Technology › ICT Impact and Policies
- Physical Sciences › Computer Science › Information Systems › Educational Innovations and Technology
- Keywords
- COVID-19 pandemic, digital inequality, digital divide, health disparities, COVID-19 vulnerability, internet access, digital skills, mitigation measures, social isolation, remote work
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