Digitale Kompetenzen in Deutschland
Gespeichert in:
| Autor*in: |
Bachmann, Ronald - 1975- [verfasserIn] Hertweck, Friederike [verfasserIn] Kamb, Rebecca [verfasserIn] Lehner, Judith - 1982- [verfasserIn] Niederstadt, Malte [verfasserIn] |
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| Format: |
E-Artikel |
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| Sprache: |
Deutsch |
| Erschienen: |
2022 |
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| Schlagwörter: |
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| Übergeordnetes Werk: |
Enthalten in: Zeitschrift für Wirtschaftspolitik - Berlin : De Gruyter Oldenbourg, 1981, 71(2022), 3, Seite 266-286 |
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| Übergeordnetes Werk: |
volume:71 ; year:2022 ; number:3 ; pages:266-286 |
| Links: |
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| DOI / URN: |
10.1515/zfwp-2022-2082 |
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| Katalog-ID: |
1837842493 |
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| 982 | |2 26 |1 00 |x DE-206 |b Based on the National Educational Panel Study (NEPS), the study provides an overview of the distribution of digital literacy in Germany up to the beginning of the Covid pandemic. Already in childhood and adolescence, there are systematic differences in digital literacy depending on socio-economic background. Children with a migration background and those with unemployed parents show particularly low digital literacy. Gender-specific differences in digital literacy are small in childhood and adolescence, but clearly pronounced among adults. In addition, people with little formal education and people with a migration background have systematically lower digital competences in adulthood. The education sector should therefore promote the digital competences of children and young people at an early stage in order to compensate for the apparently low level of competence development outside the formal education sector. Educational opportunities for digitally less competent adults should also be strengthened to enable older generations to continue to participate in the changing spheres of life, education, and work. | ||
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10.1515/zfwp-2022-2082 doi (DE-627)1837842493 (DE-599)KXP1837842493 DE-627 ger DE-627 rda ger Bachmann, Ronald 1975- verfasserin (DE-588)133420019 (DE-627)545638038 (DE-576)299835855 aut Digitale Kompetenzen in Deutschland Ronald Bachmann, Friederike Hertweck, Rebecca Kamb, Judith Lehner, Malte Niederstadt 2022 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier digital divide (dpeaa)DE-206 digital literacy (dpeaa)DE-206 Digitization (dpeaa)DE-206 inequality (dpeaa)DE-206 NEPS (dpeaa)DE-206 Hertweck, Friederike verfasserin (DE-588)1285173619 (DE-627)1841024325 aut Kamb, Rebecca verfasserin (DE-588)1211769518 (DE-627)1700474715 aut Lehner, Judith 1982- verfasserin (DE-588)1145155987 (DE-627)1005468001 (DE-576)495636649 aut Niederstadt, Malte verfasserin aut Enthalten in Zeitschrift für Wirtschaftspolitik Berlin : De Gruyter Oldenbourg, 1981 71(2022), 3, Seite 266-286 Online-Ressource (DE-627)521454093 (DE-600)2259867-4 (DE-576)261808230 2366-0317 nnns volume:71 year:2022 number:3 pages:266-286 https://www.degruyter.com/document/doi/10.1515/zfwp-2022-2082/pdf Verlag kostenfrei https://doi.org/10.1515/zfwp-2022-2082 Resolving-System kostenfrei GBV_USEFLAG_U GBV_ILN_26 ISIL_DE-206 SYSFLAG_1 GBV_KXP GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_77 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_101 GBV_ILN_105 GBV_ILN_110 GBV_ILN_120 GBV_ILN_121 GBV_ILN_138 GBV_ILN_151 GBV_ILN_152 GBV_ILN_161 GBV_ILN_170 GBV_ILN_184 GBV_ILN_187 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_252 GBV_ILN_266 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_374 GBV_ILN_602 GBV_ILN_603 GBV_ILN_647 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2018 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2043 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2056 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2116 GBV_ILN_2118 GBV_ILN_2119 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2158 GBV_ILN_2188 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_2773 GBV_ILN_2861 GBV_ILN_4012 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4328 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4346 GBV_ILN_4367 GBV_ILN_4393 GBV_ILN_4700 GBV_ILN_4753 GBV_ILN_2403 GBV_ILN_2403 ISIL_DE-LFER AR 71 2022 3 266-286 26 01 0206 428221810X x1z 01-03-23 2403 01 DE-LFER 4313625291 00 --%%-- --%%-- n --%%-- l01 25-04-23 2403 01 DE-LFER https://doi.org/10.1515/zfwp-2022-2082 2403 01 DE-LFER https://www.degruyter.com/document/doi/10.1515/zfwp-2022-2082/pdf 26 00 DE-206 Based on the National Educational Panel Study (NEPS), the study provides an overview of the distribution of digital literacy in Germany up to the beginning of the Covid pandemic. Already in childhood and adolescence, there are systematic differences in digital literacy depending on socio-economic background. Children with a migration background and those with unemployed parents show particularly low digital literacy. Gender-specific differences in digital literacy are small in childhood and adolescence, but clearly pronounced among adults. In addition, people with little formal education and people with a migration background have systematically lower digital competences in adulthood. The education sector should therefore promote the digital competences of children and young people at an early stage in order to compensate for the apparently low level of competence development outside the formal education sector. Educational opportunities for digitally less competent adults should also be strengthened to enable older generations to continue to participate in the changing spheres of life, education, and work. |
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10.1515/zfwp-2022-2082 doi (DE-627)1837842493 (DE-599)KXP1837842493 DE-627 ger DE-627 rda ger Bachmann, Ronald 1975- verfasserin (DE-588)133420019 (DE-627)545638038 (DE-576)299835855 aut Digitale Kompetenzen in Deutschland Ronald Bachmann, Friederike Hertweck, Rebecca Kamb, Judith Lehner, Malte Niederstadt 2022 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier digital divide (dpeaa)DE-206 digital literacy (dpeaa)DE-206 Digitization (dpeaa)DE-206 inequality (dpeaa)DE-206 NEPS (dpeaa)DE-206 Hertweck, Friederike verfasserin (DE-588)1285173619 (DE-627)1841024325 aut Kamb, Rebecca verfasserin (DE-588)1211769518 (DE-627)1700474715 aut Lehner, Judith 1982- verfasserin (DE-588)1145155987 (DE-627)1005468001 (DE-576)495636649 aut Niederstadt, Malte verfasserin aut Enthalten in Zeitschrift für Wirtschaftspolitik Berlin : De Gruyter Oldenbourg, 1981 71(2022), 3, Seite 266-286 Online-Ressource (DE-627)521454093 (DE-600)2259867-4 (DE-576)261808230 2366-0317 nnns volume:71 year:2022 number:3 pages:266-286 https://www.degruyter.com/document/doi/10.1515/zfwp-2022-2082/pdf Verlag kostenfrei https://doi.org/10.1515/zfwp-2022-2082 Resolving-System kostenfrei GBV_USEFLAG_U GBV_ILN_26 ISIL_DE-206 SYSFLAG_1 GBV_KXP GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_77 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_101 GBV_ILN_105 GBV_ILN_110 GBV_ILN_120 GBV_ILN_121 GBV_ILN_138 GBV_ILN_151 GBV_ILN_152 GBV_ILN_161 GBV_ILN_170 GBV_ILN_184 GBV_ILN_187 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_252 GBV_ILN_266 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_374 GBV_ILN_602 GBV_ILN_603 GBV_ILN_647 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2018 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2043 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2056 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2116 GBV_ILN_2118 GBV_ILN_2119 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2158 GBV_ILN_2188 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_2773 GBV_ILN_2861 GBV_ILN_4012 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4328 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4346 GBV_ILN_4367 GBV_ILN_4393 GBV_ILN_4700 GBV_ILN_4753 GBV_ILN_2403 GBV_ILN_2403 ISIL_DE-LFER AR 71 2022 3 266-286 26 01 0206 428221810X x1z 01-03-23 2403 01 DE-LFER 4313625291 00 --%%-- --%%-- n --%%-- l01 25-04-23 2403 01 DE-LFER https://doi.org/10.1515/zfwp-2022-2082 2403 01 DE-LFER https://www.degruyter.com/document/doi/10.1515/zfwp-2022-2082/pdf 26 00 DE-206 Based on the National Educational Panel Study (NEPS), the study provides an overview of the distribution of digital literacy in Germany up to the beginning of the Covid pandemic. Already in childhood and adolescence, there are systematic differences in digital literacy depending on socio-economic background. Children with a migration background and those with unemployed parents show particularly low digital literacy. Gender-specific differences in digital literacy are small in childhood and adolescence, but clearly pronounced among adults. In addition, people with little formal education and people with a migration background have systematically lower digital competences in adulthood. The education sector should therefore promote the digital competences of children and young people at an early stage in order to compensate for the apparently low level of competence development outside the formal education sector. Educational opportunities for digitally less competent adults should also be strengthened to enable older generations to continue to participate in the changing spheres of life, education, and work. |
| allfields_unstemmed |
10.1515/zfwp-2022-2082 doi (DE-627)1837842493 (DE-599)KXP1837842493 DE-627 ger DE-627 rda ger Bachmann, Ronald 1975- verfasserin (DE-588)133420019 (DE-627)545638038 (DE-576)299835855 aut Digitale Kompetenzen in Deutschland Ronald Bachmann, Friederike Hertweck, Rebecca Kamb, Judith Lehner, Malte Niederstadt 2022 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier digital divide (dpeaa)DE-206 digital literacy (dpeaa)DE-206 Digitization (dpeaa)DE-206 inequality (dpeaa)DE-206 NEPS (dpeaa)DE-206 Hertweck, Friederike verfasserin (DE-588)1285173619 (DE-627)1841024325 aut Kamb, Rebecca verfasserin (DE-588)1211769518 (DE-627)1700474715 aut Lehner, Judith 1982- verfasserin (DE-588)1145155987 (DE-627)1005468001 (DE-576)495636649 aut Niederstadt, Malte verfasserin aut Enthalten in Zeitschrift für Wirtschaftspolitik Berlin : De Gruyter Oldenbourg, 1981 71(2022), 3, Seite 266-286 Online-Ressource (DE-627)521454093 (DE-600)2259867-4 (DE-576)261808230 2366-0317 nnns volume:71 year:2022 number:3 pages:266-286 https://www.degruyter.com/document/doi/10.1515/zfwp-2022-2082/pdf Verlag kostenfrei https://doi.org/10.1515/zfwp-2022-2082 Resolving-System kostenfrei GBV_USEFLAG_U GBV_ILN_26 ISIL_DE-206 SYSFLAG_1 GBV_KXP GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_77 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_101 GBV_ILN_105 GBV_ILN_110 GBV_ILN_120 GBV_ILN_121 GBV_ILN_138 GBV_ILN_151 GBV_ILN_152 GBV_ILN_161 GBV_ILN_170 GBV_ILN_184 GBV_ILN_187 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_252 GBV_ILN_266 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_374 GBV_ILN_602 GBV_ILN_603 GBV_ILN_647 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2018 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2043 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2056 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2116 GBV_ILN_2118 GBV_ILN_2119 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2158 GBV_ILN_2188 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_2773 GBV_ILN_2861 GBV_ILN_4012 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4328 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4346 GBV_ILN_4367 GBV_ILN_4393 GBV_ILN_4700 GBV_ILN_4753 GBV_ILN_2403 GBV_ILN_2403 ISIL_DE-LFER AR 71 2022 3 266-286 26 01 0206 428221810X x1z 01-03-23 2403 01 DE-LFER 4313625291 00 --%%-- --%%-- n --%%-- l01 25-04-23 2403 01 DE-LFER https://doi.org/10.1515/zfwp-2022-2082 2403 01 DE-LFER https://www.degruyter.com/document/doi/10.1515/zfwp-2022-2082/pdf 26 00 DE-206 Based on the National Educational Panel Study (NEPS), the study provides an overview of the distribution of digital literacy in Germany up to the beginning of the Covid pandemic. Already in childhood and adolescence, there are systematic differences in digital literacy depending on socio-economic background. Children with a migration background and those with unemployed parents show particularly low digital literacy. Gender-specific differences in digital literacy are small in childhood and adolescence, but clearly pronounced among adults. In addition, people with little formal education and people with a migration background have systematically lower digital competences in adulthood. The education sector should therefore promote the digital competences of children and young people at an early stage in order to compensate for the apparently low level of competence development outside the formal education sector. Educational opportunities for digitally less competent adults should also be strengthened to enable older generations to continue to participate in the changing spheres of life, education, and work. |
| allfieldsGer |
10.1515/zfwp-2022-2082 doi (DE-627)1837842493 (DE-599)KXP1837842493 DE-627 ger DE-627 rda ger Bachmann, Ronald 1975- verfasserin (DE-588)133420019 (DE-627)545638038 (DE-576)299835855 aut Digitale Kompetenzen in Deutschland Ronald Bachmann, Friederike Hertweck, Rebecca Kamb, Judith Lehner, Malte Niederstadt 2022 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier digital divide (dpeaa)DE-206 digital literacy (dpeaa)DE-206 Digitization (dpeaa)DE-206 inequality (dpeaa)DE-206 NEPS (dpeaa)DE-206 Hertweck, Friederike verfasserin (DE-588)1285173619 (DE-627)1841024325 aut Kamb, Rebecca verfasserin (DE-588)1211769518 (DE-627)1700474715 aut Lehner, Judith 1982- verfasserin (DE-588)1145155987 (DE-627)1005468001 (DE-576)495636649 aut Niederstadt, Malte verfasserin aut Enthalten in Zeitschrift für Wirtschaftspolitik Berlin : De Gruyter Oldenbourg, 1981 71(2022), 3, Seite 266-286 Online-Ressource (DE-627)521454093 (DE-600)2259867-4 (DE-576)261808230 2366-0317 nnns volume:71 year:2022 number:3 pages:266-286 https://www.degruyter.com/document/doi/10.1515/zfwp-2022-2082/pdf Verlag kostenfrei https://doi.org/10.1515/zfwp-2022-2082 Resolving-System kostenfrei GBV_USEFLAG_U GBV_ILN_26 ISIL_DE-206 SYSFLAG_1 GBV_KXP GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_77 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_101 GBV_ILN_105 GBV_ILN_110 GBV_ILN_120 GBV_ILN_121 GBV_ILN_138 GBV_ILN_151 GBV_ILN_152 GBV_ILN_161 GBV_ILN_170 GBV_ILN_184 GBV_ILN_187 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_252 GBV_ILN_266 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_374 GBV_ILN_602 GBV_ILN_603 GBV_ILN_647 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2018 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2043 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2056 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2116 GBV_ILN_2118 GBV_ILN_2119 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2158 GBV_ILN_2188 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_2773 GBV_ILN_2861 GBV_ILN_4012 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4328 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4346 GBV_ILN_4367 GBV_ILN_4393 GBV_ILN_4700 GBV_ILN_4753 GBV_ILN_2403 GBV_ILN_2403 ISIL_DE-LFER AR 71 2022 3 266-286 26 01 0206 428221810X x1z 01-03-23 2403 01 DE-LFER 4313625291 00 --%%-- --%%-- n --%%-- l01 25-04-23 2403 01 DE-LFER https://doi.org/10.1515/zfwp-2022-2082 2403 01 DE-LFER https://www.degruyter.com/document/doi/10.1515/zfwp-2022-2082/pdf 26 00 DE-206 Based on the National Educational Panel Study (NEPS), the study provides an overview of the distribution of digital literacy in Germany up to the beginning of the Covid pandemic. Already in childhood and adolescence, there are systematic differences in digital literacy depending on socio-economic background. Children with a migration background and those with unemployed parents show particularly low digital literacy. Gender-specific differences in digital literacy are small in childhood and adolescence, but clearly pronounced among adults. In addition, people with little formal education and people with a migration background have systematically lower digital competences in adulthood. The education sector should therefore promote the digital competences of children and young people at an early stage in order to compensate for the apparently low level of competence development outside the formal education sector. Educational opportunities for digitally less competent adults should also be strengthened to enable older generations to continue to participate in the changing spheres of life, education, and work. |
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26 00 DE-206 Based on the National Educational Panel Study (NEPS), the study provides an overview of the distribution of digital literacy in Germany up to the beginning of the Covid pandemic. Already in childhood and adolescence, there are systematic differences in digital literacy depending on socio-economic background. Children with a migration background and those with unemployed parents show particularly low digital literacy. Gender-specific differences in digital literacy are small in childhood and adolescence, but clearly pronounced among adults. In addition, people with little formal education and people with a migration background have systematically lower digital competences in adulthood. The education sector should therefore promote the digital competences of children and young people at an early stage in order to compensate for the apparently low level of competence development outside the formal education sector. Educational opportunities for digitally less competent adults should also be strengthened to enable older generations to continue to participate in the changing spheres of life, education, and work Digitale Kompetenzen in Deutschland Ronald Bachmann, Friederike Hertweck, Rebecca Kamb, Judith Lehner, Malte Niederstadt digital divide (dpeaa)DE-206 digital literacy (dpeaa)DE-206 Digitization (dpeaa)DE-206 inequality (dpeaa)DE-206 NEPS (dpeaa)DE-206 |
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Hertweck, Friederike Kamb, Rebecca Lehner, Judith 1982- Niederstadt, Malte |
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521454093 |
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Bachmann, Ronald Hertweck, Friederike Chariklia Hertweck, Friederike C. Hertweck, Friederike Fehn, Rebecca Kamb, Rebecca Lehner, Judith Maria Lehner, Judith M. Lehner, Judith |
| GND_txt_mv |
Bachmann, Ronald Hertweck, Friederike Chariklia Hertweck, Friederike C. Hertweck, Friederike Fehn, Rebecca Kamb, Rebecca Lehner, Judith Maria Lehner, Judith M. Lehner, Judith |
| GND_txtF_mv |
Bachmann, Ronald Hertweck, Friederike Chariklia Hertweck, Friederike C. Hertweck, Friederike Fehn, Rebecca Kamb, Rebecca Lehner, Judith Maria Lehner, Judith M. Lehner, Judith |
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c |
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true |
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false |
| doi_str |
10.1515/zfwp-2022-2082 |
| callnumber-a |
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| up_date |
2024-07-04T17:27:51.496Z |
| _version_ |
1803670332635086848 |
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code="x">DE-LFER</subfield><subfield code="b">4313625291</subfield><subfield code="c">00</subfield><subfield code="f">--%%--</subfield><subfield code="d">--%%--</subfield><subfield code="e">n</subfield><subfield code="j">--%%--</subfield><subfield code="y">l01</subfield><subfield code="z">25-04-23</subfield></datafield><datafield tag="981" ind1=" " ind2=" "><subfield code="2">2403</subfield><subfield code="1">01</subfield><subfield code="x">DE-LFER</subfield><subfield code="r">https://doi.org/10.1515/zfwp-2022-2082</subfield></datafield><datafield tag="981" ind1=" " ind2=" "><subfield code="2">2403</subfield><subfield code="1">01</subfield><subfield code="x">DE-LFER</subfield><subfield code="r">https://www.degruyter.com/document/doi/10.1515/zfwp-2022-2082/pdf</subfield></datafield><datafield tag="982" ind1=" " ind2=" "><subfield code="2">26</subfield><subfield code="1">00</subfield><subfield code="x">DE-206</subfield><subfield code="b">Based on the National Educational Panel Study (NEPS), the study provides an overview of the distribution of digital literacy in Germany up to the beginning of the Covid pandemic. Already in childhood and adolescence, there are systematic differences in digital literacy depending on socio-economic background. Children with a migration background and those with unemployed parents show particularly low digital literacy. Gender-specific differences in digital literacy are small in childhood and adolescence, but clearly pronounced among adults. In addition, people with little formal education and people with a migration background have systematically lower digital competences in adulthood. The education sector should therefore promote the digital competences of children and young people at an early stage in order to compensate for the apparently low level of competence development outside the formal education sector. Educational opportunities for digitally less competent adults should also be strengthened to enable older generations to continue to participate in the changing spheres of life, education, and work.</subfield></datafield></record></collection>
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7.3991556 |