ICT Use, Digital Skills and Students’ Academic Performance: Exploring the Digital Divide

Ben Youssef, Adel; Dahmani, Mounir; Ragni, Ludovic

doi:10.3390/info13030129

Cited by 174Digital literacy in educationGender and Technology in EducationEducational Innovations and Technology

ICT Use, Digital Skills and Students’ Academic Performance: Exploring the Digital Divide

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Ben Youssef, Adel, Dahmani, Mounir, Ragni, Ludovic·2022·Information

DOI 10.3390/info13030129

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Abstract

Information and communication technologies (ICTs) are an integral part of our environment, and their uses vary across generations and among individuals. Today’s student population is made up of “digital natives” who have grown up under the ubiquitous influence of digital technologies, and for whom the use of ICT is common and whose daily activities are structured around media use. The aim of this study is to examine the impact of ICT use and digital skills on students’ academic performance and to explore the digital divide in France. Data were collected through face-to-face questionnaires administered to 1323 students enrolled in three French universities. Principal component analysis, a non-hierarchical k-means clustering approach and multilevel ordered logistic regression were used for data analysis and provide four main findings: first, poor investment in ICT affects students’ results; second, the ICT training offered by universities has little impact on students’ results; third, student performance improves with the innovative and collaborative use of ICTs; fourth, the acquisition of digital skills increases students’ academic performance. The results show that the digital divide still exists, and this raises questions about the effectiveness of education policies in France. They suggest also that organizational change in universities is essential to enable an exploitation of ICT.

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Authors: Ben Youssef, A., Dahmani, M., & Ragni, L.
Affiliations: GREDEG CNRS, Université Côté d’Azur, 5 rue du 22ème BCA, 06300 Nice, France
University of Gafsa (TN)
Centre National de la Recherche Scientifique (FR)
ORCID: Ben Youssef, Adel
Dahmani, Mounir
Ragni, Ludovic
Venue: Information
Publisher: MDPI AG
Published: 2022-03-03
Volume: 13
Issue: 3
Pages: 129
ISSN: 2078-2489 (ISSN-L)
DOI: 10.3390/info13030129
OpenAlex: W4214928691
Cited by: 174
References: 66
Citations by year: 2026: 34 · 2025: 42 · 2024: 36 · 2023: 51 · 2022: 11
FWCI: 34.66
Type: journal article
Language: en
Open access: gold
doi.org
Licence: cc-by
creativecommons.org/licenses/by/4.0/ (vor)
Locations: Information (publishedVersion, cc-by)
HAL (submittedVersion)
DOAJ (DOAJ: Directory of Open Access Journals) (submittedVersion)
Topics: Physical Sciences › Computer Science › Information Systems › Digital literacy in education
Social Sciences › Gender Studies › Gender and Technology in Education
Physical Sciences › Computer Science › Information Systems › Educational Innovations and Technology
Keywords: information and communication technologies, digital skills, academic performance, digital divide, university students, digital natives, ICT training, ICT investment, cooperative learning, educational technology, education policy, France

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ICT Use, Digital Skills and Students’ Academic Performance: Exploring the Digital Divide

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