Digital Competences for Improving Digital Inclusion in E-Government Services: A Mixed-Methods Systematic Review Protocol

Abstract

The e-government requires citizens that have a certain level of digital skills. Contact restrictions caused by the COVID-19 pandemic has accelerated the digital transformation of Public Administration in most countries and has increased the social digital divide. Therefore, the training of citizens in digital competences is one of the main challenges of the knowledge society. This mixed-methods systematic review protocol aims to synthesize quantitative and qualitative findings about conditioning factors of digital inclusion, in a multidimensional perspective, related with the education, healthcare and welfare sectors and the political actions involved to improve the digital competences of citizenship for allowing and enhancing their interactions with these online public services. The protocol has been written following the Preferred Reporting Items for Systematic Review and Meta-Analysis Protocols (PRISMA-P) guidelines. Nine databases including Web of Science, Scopus, Educational Resources Information Center Library and Information Science Abstracts (LISA), ProQuest, MEDLINE, PubMed, SocINDEX and Cairn.info will be searched for peer-reviewed empirical studies published from 2011 or later. Grey literature and citation chaining will be undertaken. Quantitative, qualitative and mixed-methods studies will be included. Data items will be extracted and coded in a standardized format. A convergent segregated approach to synthesis and integration will be used. The results will be of interest to educational policymakers who want to take into account citizens’ digital skills in the design of online services and lifelong learning programs.

Introduction to the special issue on Inclusion and E-Government: Progress and Questions for Scholars of Social Equity

“…Building on this conceptualization and recent work on inclusion (Esteban-Navarro et al, 2020;Morte-Nadal et al, 2022;Mariën & Prodnik, 2014), we distinguish three interrelated perspectives of digital inclusion in this special issue:…”

“…-The access-driven perspective focuses on how connectivity can be a limiting factor for using egovernment services (Rodriquez-Hevia et al, 2020). In addition, this perspective focuses on the (quality of) access of individuals to e-government services, and on the availability of information for all (Mariën & Prodnik, 2014;Morte-Nadal, 2022).…”

“…Recently, scholars have argued that more attention is needed for inclusion in the achievement of e-government in democratic societies (Morte-Nadal et al, 2022;Rodriquez-Hevia et al, 2020). Citizens are increasingly interacting with the government using a broad range of digital applications (Rodriquez-Hevia et al, 2020), such as informational websites on COVID-19 (Kimemia, 2022), open data portals (Schwoerer, 2022), digital platforms for online deliberation (Shin et al, 2022), and platform and electronic procedures for social services and benefits (Marin, 2022).…”

“…u n c o r r e c t e d p r o o f v e r s i o n 9/11/2022; 14:28 File: ip-1-ip229017.tex; BOKCTP/ljl p. 3 E. Ruijer and S. Piotrowski / Introduction to the special issue on Inclusion and E-Government 3thinking, an inclusive climate and inclusive leadership are considered important antecedents of inclusion(Shore et al, 2011).In the context of e-government, inclusion is often associated with the digital divide(Morte-Nadal, 2022;Rodousakis, Mendes dos Santos, 2008;Weerakkody et al, 2012). To illustrate this, Morte-Nadal et al, (2022 p. 2) define inclusion as bringing the knowledge and use of digital technologies to those who do not already have it, thereby bridging the digital divide.…”

La inclusión digital en la formación inicial del profesorado: una revisión sistemática

“…Estudios planteados bajo el paradigma de la revisión sistemática, como los de Fernández- Batanero et al (2021) y Morte-Nadal et al (2022, ponen de manifiesto la necesidad de combatir las "brechas digitales" mediante políticas y estrategias que fomenten la inclusión digital. Si lo concretamos en la formación inicial docente, somos conscientes de que existen propuestas que hacen referencia, en mayor o menor medida, a la inclusión digital.…”