The Impact of Socio-Economic Factors on Digital Skills in the Population of the EU 27 Countries

Viera Labudova () and Iveta Fodranova ()
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Viera Labudova: Department of Statistics, Faculty of Economic Informatics, University of Economics in Bratislava, Bratislava, Slovak Republic
Iveta Fodranova: Department of Tourism, Faculty of Commerce, University of Economics in Bratislava, Bratislava, Slovak Republic

Virtual Economics, 2024, vol. 7, issue 3, 81-103

Abstract: This research investigates digital skills across the 27 EU countries, examining how incentive and disincentive factors shape these competencies, particularly under varying socio-economic conditions. Using a quantitative methodology, the study applies cluster analysis and linear ordering methods to classify countries by digital skills indicators, utilising data from the Eurostat Digital Economy and Society database. Key analytical methods—including Hellwig’s method, order counting, and the Technique for Order of Preference by Similarity to Ideal Solution (TOPSIS)—are employed to pinpoint crucial factors that stimulate digital competencies, such as investment in research, training programmes, and innovation. Findings indicate that countries within clusters featuring higher values in these stimulative factors tend to adopt a proactive approach to digital development. These clusters frequently correlate with substantial investments in skills training and comprehensive educational policies. Conversely, clusters characterised by high disincentive variables, such as limited funding and socio-economic disparities, show slower progress in digital skills development, highlighting barriers in educational and social inclusion systems. The results reveal marked spatial disparities across the EU. Leading countries typically have robust education systems promoting lifelong learning and inclusivity, while lagging countries face structural challenges, including centralised education systems and urban-rural divides. This disparity underscores the need for sustained investment in education, training, and policy support to enhance workforce digital skills. The study highlights that digital competencies are closely intertwined with each country's educational and socio-economic frameworks, recommending targeted interventions to foster lifelong digital literacy and reduce skills gaps. As the digital landscape continues to evolve, interdisciplinary research is essential for addressing both quantitative and qualitative aspects of digital skill development. Future studies should aim to bridge the digital divide through comprehensive strategies for upskilling populations, ensuring inclusive digital integration across all EU countries.

Keywords: digital skills; socio-economic factors; education and training programs (search for similar items in EconPapers)
Date: 2024
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Persistent link: https://EconPapers.repec.org/RePEc:aid:journl:v:7:y:2024:i:3:p:81-103

DOI: 10.34021/ve.2024.07.03(5)

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