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The purpose of this paper is to identify e‐skills shortages, gaps and mismatches in Europe, and the reasons behind these. In this light, the paper explores some key issues/aspects related to development of e‐Skills, while attempting to provide some benchmarking tools by which European countries may be able to access their current and future challenges regarding e‐Skills.

The paper begins with an overview of the problem highlighted in the literature and then moves on to what has already been done to solve the problem in European countries. Several policy options are proposed which could be implemented to deal with the problems of shortages, gaps and mismatches of e‐Skills.

The paper presents recent developments in the field of e‐Skills and highlights the various dimensions/aspects and issues of e‐Skills in the European perspective and prescribes innovative policy options to solve the problems of e‐Skills shortage/gap/mismatch in Europe.

The paper presents a discussion and provides some policy options to solve the problems of e‐Skills shortage/gap/mismatch in Europe, which will be helpful for policy‐related discussions and in suitable policy formulations.

The paper provides a detailed analysis of the issues related to e‐Skill by a comprehensive survey of literature and the existing framework. It also prescribes some alternative ways to resolve the problems of e‐Skills shortage/gap/mismatch in Europe.

ICT is everywhere, but information society policy cannot address all the sectors and policy issues in which ICT plays a role. This paper's aim is to develop an analytical framework to assist policy makers in deciding on the priorities and coordination of information society policy.

The analytical framework is based on public management literature and innovation literature. The framework can be applied to individual ICT issues – when to lead, advise, explore or refrain from policy intervention. The framework consists of seven questions, including the rationale for intervention, stakeholders, the mandate of fellow policy makers (e.g. other ministries) and the costs, benefits and risks of intervention. The framework was applied in three cases.

A leading role for information society policy is most clear for e‐skills. For services innovation, several market failures and system failures appear to be relevant. This calls for a mix of policy instruments, with roles for several ministries. Policy coordination is crucial. For ICT in health sectors – and other public sectors – the conclusion is that information society policy can take the lead on cross‐cutting ICT issues such as privacy, standardisation and interoperability.

The article addresses one of the main challenges of information society policy: how to increase its scope, yet maintain effectiveness and coherence.

The paper aims to provide comparative empirical evidence on young people neither in employment nor in education and training (NEET-youth) under the influence of the digital divide, education and sectoral growth across the EU regions, with a focus on the transition patterns followed over time by EU regions in bridging the digital divide and their specific implications on school-to-work transition (STWT).

Firstly, five variables on Internet usage activities are aggregated into an index of E-skills. Secondly, linear dynamic panel data regression models are used to explain the influence of various factors on regional rates of NEET-youth, with or without grouping regions upon the digital divide in relative terms.

Advanced digital literary skills are found to have a stronger effect on the STWT than the basic ones. The growth of employment in specific economic activities like “Information and Communication” enhances STWT, but only when considering regional differences in the digital divide and E-skills as well. However, the negative effect of deprivation and low educational attainments on STWT is offset by a low level of the regional digital divide. In addition, more R&D expenditure in higher education is necessary to compensate for the effect of the digital divide on the STWT.

On brief, the policy implications are twofold. Firstly, regions will need to focus more on reducing the digital divide, because it will not only generate positive effects for STWT but will also enhance the positive impact of education and sectoral growth on STWT and even compensate for their low progress. Secondly, in the context of the EU single market, to better address the situation of young people, regions should monitor the relative progress in bridging the digital divide and improving E-skills, with respect to the other EU regions. Improving the relative position on the EU map of E-skills increases the effectiveness of regional policies targeting the STWT.

The originality of the paper lies in the regional approach to the relationship between STWT and the digital divide, which allows us to derive new policy measures for the EU regions. Other innovative contributions rely on the identification of (1) transition patterns that region follow over time in improving STWT while bridging the digital divide and (2) policy measures addressing the NEETs in the context of the regional digital divide.

This paper aims to review the latest management developments across the globe and pinpoint practical implications from cutting‐edge research and case studies.

This briefing is prepared by an independent writer who adds their own impartial comments and places the articles in context.

The European Commission is looking towards an innovative, inclusive and dynamic Europe based on a knowledge‐based economy and society. European businesses need to be placed at the forefront of innovation to enhance business competitiveness; the employability and professional prospects of students, workers and the unemployed; and to support the social integration of those at the margins of civil society.

The paper provides strategic insights and practical thinking that have influenced some of the world's leading organizations.

The briefing saves busy executives and researchers hours of reading time by selecting only the very best, most pertinent information and presenting it in a condensed and easy‐to digest format.

This article focuses on the Spanish labour market, and its primary objectives are to analyse the factors determining the ICTs usage at workplace, and examine how the workers' e-skills match with the job tasks requiring ICTs. Furthermore, it will explore whether doing ICTs training activities has a positive effect on the probability of carrying out appropriately the ICTs at work.

The methodology applied is an ordered response model analysing how the workers' e-skills match with the knowledge required to the ICTs usage at the job. This econometric specification will control by the selection bias generated because not all employees use ICTs to perform the job tasks. Data are obtained from the Survey on Equipment and Use of ICTs in Households (ICTS-H Survey).

Educational attainment and the type of ICTs training are the most relevant variables to explain the ICTs usage and the quality of the job match.

Data used are cross-sectional, and it excludes the possibility of observing how the workers' careers evolve depending on their ICTs training.

The methodology applied allows the authors to obtain the marginal effects to the variables explaining the probability of using ICTs at job, and how the workers' knowledge match with the e-skill required by the employers.

The results are a source of information to policymakers about how workers face the introduction of ICTs in the labour market.

To the best of author's knowledge, the article's topic and its methodology are unprecedented in the economic literature and, specially, in the Spanish case.

The purpose of this paper is to prove that e-learning, in union with another variable, builds a statistically significant relationship for estimating improvements in employment security, i.e., transition to employment of the same or higher job security as the previous year.

Using data from Eurostat 2007-2013 in 28 European countries, and after carrying out analysis of 261 regression models between the e-learning variable, along with another variable related to working conditions, education, or e-skills levels of citizens.

This study provides evidence about: there is a statistically significant relationship (p-value<0.05) between employment security (dependent variable), e-learning and another variable (independent variables) in 60.7 percent of 28 European countries analyzed (p-value<0.05 for at least one of these two independent variables); and there is a statistically significant relationship (p-value<0.05) in 75 percent of 28 countries (p-value<0.1 for at least one of these two independent variables). Consequently, a set with the minimum number of useful indicators for calculating the employment security is proposed: e-learning, labor transition, tertiary education, temporary employees, e-job search and e-skills.

Moreover, several similarities between studied countries are found, helping to formulate various recommendations based on complementarities between being an employee and using lifelong e-learning systems as a way for improving employment security.

This is one of the first studies to provide evidence of the relationship between e-learning and job security in Europe, in view of this, it should be considered as a key element and essential to any European policy related to work.

This study aims to integrate the social cognitive theory and flow theory to examine how e-skills self-efficacy (ESSE) and trust-building self-efficacy (TBSE) impact work-related flow in remote work. It also explores how work-related flow (WOLF) mediates the connection between these factors and employee resilience (ER) in the context of the growing shift toward remote work.

The study tested an empirical mediation model with 535 remote workers from Indian organizations that adopted remote work either before or during the pandemic. Hypotheses were tested using Hayes’ PROCESS macro.

The study confirmed the direct influence of ESSE and TBSE on WOLF. Moreover, a mediation analysis demonstrated that WOLF significantly mediates the association linking ESSE, TBSE and ER.

This study, evaluating experienced remote employees in the quaternary sector, offers data-driven insights for informed organizational decisions. These findings aims to guide HR and training departments in formulating recruitment and training strategies, emphasizing digital skill development to enhance knowledge and skills effectively.

This study highlights the need for remote workers and organizations to be aware of the challenges of remote work. It is among the first to explore the link between ESSE, TBSE and ER, addressing psychological factor, i.e. WOLF, often overlooked in organizational contexts.

There is an ongoing debate on the economic viability of Small Island Developing States (SIDS) in the emerging e‐economy. The centrality of ICTs in the current development discourse, suggests that countries have little choice but to embrace ICTs as a pivotal element in their development strategy. As St. Lucia seeks to diversify its economy away from agriculture to a service‐based economy, it has become necessary to equip the next generation with the requisite e‐skills to help propel that country into the e‐age. The paper interrogates the socio‐economic implications of the relatively slow uptake of ICTs in secondary schools on the island.

Recent development of internet applications and increase in application of various information technology have supported growing demand for new skills related to ICT and internet use, computer literacy and technical digital skills. New technologies have changed many aspects of life and have led to significant differences in digital skills, computer literacy, ICT and internet use along the usual dimensions of social inequality. Purpose of the study is to analyze main challenges and problems of digital inequalities in households in Latvia by regions, territories and income and level of education. Design/Methodology/Approach: This chapter analyzes scientific publication and previous conducted research results and data of Digital Economy and Society Index, Central Statistical Bureau of Latvia (2019) data and Eurostat. Data are analyzed using indicators of descriptive statistics (indicators of central tendency or location – arithmetic mean, mode and median), indicators of variability (indicators of dispersion – range, standard deviation and standard error of mean), cross-tabulations by region, territories, income and level of education and analysis of variance are used. Findings: The results of analysis indicated that there are differences between rural and urban Internet access, socioeconomic differences between people with different income and education that affects their ability to access the Internet and digital skills. Practical implications: Latvia would benefit from motivating life-long learning, investing on digital technology and raise awareness of the importance of digitization. Originality/value: The results of this chapter can provide valuable pointers for decision-makers how to improve digital skills and digitalization process in regions of Latvia and how digital inequality can be reduced.