Digital Inequality and Reading Literacy in PISA 2022 With a Focus on Immigrant Background, Home Language and ICT Indicators
SAGE Open, cilt.16, sa.4, 2026 (SSCI, Scopus)
- Yayın Türü: Makale / Tam Makale
- Cilt numarası: 16 Sayı: 4
- Basım Tarihi: 2026
- Doi Numarası: 10.1177/21582440261499269
- Dergi Adı: SAGE Open
- Derginin Tarandığı İndeksler: Social Sciences Citation Index (SSCI), Scopus, EBSCO Education Source, Education Abstracts, ERIC (Education Resources Information Center), Directory of Open Access Journals, Academic Search Ultimate (EBSCO), Social Science Premium Collection (ProQuest), Education Source Ultimate (EBSCO)
- Anahtar Kelimeler: digital inequality, ICT access and use, immigration status, PISA 2022, reading literacy
- Galatasaray Üniversitesi Adresli: Evet
Özet
The study examines the associations of immigrant background, home language, and ICT indicators with reading literacy among 15-year-old students assessed in the French-language assessment domain of the 2022 Programme for International Student Assessment, coordinated by the OECD. Because France and Canada did not administer the ICT student questionnaire in PISA 2022, main ICT-based analyses were restricted to the European Francophone subsample of Belgium and Switzerland (n = 4593, n = 3601 for models including ICT indicators). Sensitivity analyses including Morocco are reported in the supplementary materials. Inferential analyses used survey-weighted regression with plausible value pooling via Rubin’s rules and Balanced Repeated Replication. Home language was consistently associated with reading literacy across the main analyses and sensitivity models. Adjusted immigrant-generation coefficients were not statistically significant after controlling for socioeconomic and demographic factors. This suggests that home language rather than immigrant background per se is the stronger correlate. Socioeconomic, demographic, and educational trajectory variables were the dominant correlates of reading literacy. Home ICT was modestly and positively associated with reading scores, whereas School ICT and In-class ICT Use were not. Contrary to expectations from the three level digital divide framework, ICT indicators did not show statistically significant moderation of the associations of immigrant generation or home language with reading literacy. Gaps remained stable across the examined ICT levels. Overall, digital indicators did not appear to compensate for structural and linguistic inequalities. Policies addressing reading inequalities should therefore combine digital strategies with language support and socioeconomic interventions.