Socioeducational gaps derived from the impact of digitization in Spain 2020 point to a STEM and gender approach in education

  1. Inés María González Vidal 1
  2. Adriana Gewerc Barujel 1
  1. 1 Universidade de Santiago de Compostela
    info

    Universidade de Santiago de Compostela

    Santiago de Compostela, España

    ROR https://ror.org/030eybx10

Journal:
RED: revista de educación a distancia

ISSN: 1578-7680

Year of publication: 2021

Volume: 21

Issue: 68

Pages: 10

Type: Article

DOI: 10.6018/RED.465571 DIALNET GOOGLE SCHOLAR lock_openDIGITUM editor

More publications in: RED: revista de educación a distancia

Metrics

Cited by

  • Scopus Cited by: 1 (21-01-2023)
  • Dialnet Metrics Cited by: 1 (26-01-2023)
  • Web of Science Cited by: 1 (04-01-2023)

SCImago Journal Rank

  • Year 2021
  • SJR Journal Impact: 0.514
  • Best Quartile: Q2
  • Area: Education Quartile: Q2 Rank in area: 488/1381

Índice Dialnet de Revistas

  • Year 2021
  • Journal Impact: 1.550
  • Field: EDUCACIÓN Quartile: C1 Rank in field: 14/228

CIRC

  • Social Sciences: B

Scopus CiteScore

  • Year 2021
  • CiteScore of the Journal : 2.9
  • Area: Education Percentile: 73

Journal Citation Indicator (JCI)

  • Year 2021
  • Journal Citation Indicator (JCI): 0.79
  • Best Quartile: Q2
  • Area: EDUCATION & EDUCATIONAL RESEARCH Quartile: Q2 Rank in area: 321/743

Abstract

The COVID-19 pandemic visualized how digital assets influence contemporary society and play a decisive role in economic recovery. The objective of this work is to identify the social and educational gaps derived from the impact of the level of digitization in Spain 2020. This research is based on comparative education as methodological, relational and critical with the technological implementation; who tries to link education with changes in their social environment; in order to contribute to the improvement of the educational system. In this sense, based on the DESI report for the last three years, the case of Spain is analyzed in relation to the average score of the rest of the EU member countries. The social gaps pointed to profiles of vulnerable populations for having few digital skills or for being practically excluded from digital services and resources, achieving a new perspective centered on the human being will mean achieving economic development. The educational gaps pointed to human capital and its low skills in software, few specialists in ICT specialties and low female representation in ICT specialties. These results showed the importance of STEM and gender-sensitive education, which appears to be the key to economic growth and national competitiveness.

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