Digital Inequality through Digital Skills and Usage: Examining Cultural Outcomes of Internet Use among Employees in Private University

Abstract

Persistent debate remains in the literature regarding whether digital skills exert a direct influence on internet outcomes or whether this relationship is mediated by the nature and quality of internet usage. This study addresses this theoretical tension by examining digital inequality—conceptualized through digital skills and cultural-internet usage—and its effects on cultural outcomes among university employees in Indonesia. The study has two primary objectives: first, to examine how digital skills and culturally oriented internet use influence the cultural outcomes of internet engagement among employees in a private university setting. Second, to analyse the differences between academic staff (lecturers) and administrative staff in terms of their digital skills, cultural-internet usage, and cultural-internet outcomes. Using a quantitative approach, data were collected from 64 respondents comprising academic and administrative staff at Universitas Pancasila, Indonesia. The findings of the study reveal that digital skills do not have a direct effect on cultural outcomes, suggesting the presence of an intervening variable. Rather, cultural internet use mediates the link, suggesting that digital competency has to convert into culturally focused online activities if major cultural results are to result. These findings underline the need of not only improving digital competencies but also of encouraging significant online participation to solve digital inequality in higher education institutions. The paper presents both theoretical and pragmatic consequences for academic environments' digital inclusion policies. Keywords: Digital Inequality; digital divide, cultural internet usage; digital skill; cultural outcomeReferencesAshley, S., Maksl, A., & Craft, S. (2017). News Media Literacy and Political Engagement: What’ s the Connection? Journal of Media Literacy Education, 9(1), 79-98. https://doi.org/10.23860/JMLE-2017-9-1-6Bode, L. (2017). 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