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The paper explores the main drivers of the regional-level digital divide in Ecuadorian cities and the extent to which the information and communication technology (ICT) adoption by citizens influences local-level policymakers' decisions to develop eGovernment services.

The paper used an exploratory approach. The authors empirically assessed the provision of eGovernment services in each of the 36 Ecuadorian local governments following the Local Online Service Index (LOSI) measurement scale proposed by the United Nations, and then evaluated the drivers of the eGovernment divide at a local level. Ordinary least squares regression analysis was used.

The findings indicate that the digital divide is driven by income and education disparities, and that eGovernment availability is driven by ICT use. It appears that proper attention to technology use by its citizens is not being given by local-level policymakers in Ecuador when they devise their eGovernment strategy.

Because the data were available at different levels of aggregation, there may be some inaccuracy of the indicators and lack of generalizability. Researchers are encouraged to test this hypotheses with data at lower levels of aggregation and from different latitudes to provide a comparative view between countries.

The paper includes implications for policymakers and local authorities regarding how the limitations on eGovernment development may be mitigated.

This study fulfils the need to assess digital development and its impact on eGovernment services at a city level in a developing country.

Healthcare policies around the globe are aimed at achieving patient-centeredness. The patient is understood as a prosumer of healthcare, wherein healthcare service co-production and value co-creation take center stage. The article endeavors to unpack the state of the literature on the innovations promoting the transition toward patient-centeredness, informing policy and management interventions fostering the reconceptualization of the patient as a prosumer of healthcare services.

A hybrid review methodology consisting of a bibliometric-interpretive review following the Scientific Procedures and Rationales for Systematic Literature Reviews (SPAR-4-SLR) protocol is used. The bibliometric component enabled us to objectively map the extant scientific knowledge into research streams, whereas the interpretive component facilitated the critical analysis of research streams.

Patient-centeredness relies on a bundle of innovations that are enacted through a cycle of patients' activation, empowerment, involvement and engagement, wherein the omission of any steps arrests the transition toward service co-production and value co-creation. Institutional, organizational and cognitive barriers should be overcome to boost the transition of patients from consumers to prosumers in a patient-centered model of healthcare.

The article delivers the state of the art of the scientific literature in the field of innovations aimed at sustaining the transition toward patient-centeredness and provides some food for thoughts to scholars and practitioners who wish to push forward service co-production and value co-creation in healthcare.

The purpose of this paper is to provide a selective bibliography and examine the potential of the digital technologies, using an inter‐disciplinary literature survey that will contribute to academic and practical knowledge with regard to the understanding of the emerging forms of doing business and competition together with their developmental implications.

The paper examines a survey of a collection of papers that have been published before and after the new economy bubble. These writings then are classified under two main headings: the views of the (new) digital economy proponents and the sceptics. These two opposing approaches are compared and contrasted through the use of five sub‐sections: conceptualisation, driving force, spatial/developmental implications, industrial impacts of the digital economy, epistemological/methodological foundations.

The paper finds that claims about the world economy entering into a new phase of a virtuous capitalism or a new international division of labour are over‐exaggerated. A more balanced approach should take into consideration both the dynamics of change and continuity without underestimating the future potential of digital technologies.

This paper offers a critical assessment of the digital economy, based on an inter‐disciplinary literature survey that brings together pieces of work that have previously been analysed largely in a separate manner.

Programmes and courses integrating learning and work, captured generally in this paper as work integrated learning (WIL), usually provide flexible and innovative learning opportunities. In a digital age, information and communication technologies (ICTs) can be vital in delivering and enhancing such hybrid forms of WIL. The purpose of this paper is to explore the correlation and trajectory of ICT use among priests in the Church of England in the various forms of WIL.

The case study explores ICT use among a sample of Church of England priests by examining initially their use of virtual learning environments (VLEs) such as Blackboard and Moodle in work-based learning (WBL); and assessing the trajectory and correlation to work-related learning (WRL) through their use of social networking/engagement tools such as Facebook and Twitter in continuing professional development courses (CPD). The correlation and trajectory is provided through a document analysis of VLE access and a survey questionnaire.

Priests in WBL and priests engaged in WRL (i.e. CPD courses) revealed a correlation in the lack of ICT pervasiveness. With only a minority of priests engaging in further higher education (HE), the familiarity and use of ICT such as VLE platforms stagnated or declined. Correlated with social networking/engagement, priests overwhelmingly cited the “lack of time” as a reason not to engage with social media, however, ICT reluctance caused by fear was the trajectory resulting in a further lack of “ICT pervasiveness”.

While results may be generalisable among Church of England priests and other faith communities internationally, due to its unique and distinctive parameters, it is not generalisable to the general mature student adult education population.

The case study highlighted that continued intentional familiarisation and use of ICT within the various forms of WIL programmes and courses among “non-digital natives” would enhance learning. Such learning in WIL would be beneficial for HE programmes addressing e-readiness as a priority.

Specific to the sample case study, considering the importance of community engagement and WIL, this study highlights the challenges and changes required for improved social capital within the field of ICT and adult education.

No studies have considered the training and education of priests as a WIL case study of ICT “pervasiveness” and self-efficacy.

An increasingly urbanized global population is facing multiple, inter-related and inter-connected challenges. By applying the so-called Living Lab concept, the authors open up innovation processes through online and offline collaborations between urban policymakers, non-profit organizations, citizens and other stakeholder groups. However, much of the current research being conducted on Living Labs is lacking in empirically tested methodologies for the co-creation of sustainable urban innovations in defined contexts. This research is intended to fill this gap by presenting a systemic approach to digital co-creation processes in Living Labs. The purpose of this paper is to present the first evaluation results of European Living Labs by applying the new developed digital co-creation monitoring technique.

By emphasizing the interplay between places, technology and people, the Digital Co-Creation Index (DCCI) calculation methodology provides a systemic understanding of the basic factors shaping the co-creative processes in Living Labs. DCCI has been used to evaluate such labs in four different European cities: Aukštamiestis in Vilnius, Lithuania; Alvalade in Lisbon, Portugal; Città Studi in Milano, Italy and Zuid Park in Ghent, Belgium. The empirical data for assessment and index calculation were collected by using a mixed-method approach (i.e. qualitative and quantitative analysis).

While the findings are complex and varied, the case studies in this paper share several characteristics and patterns – the attractiveness of physical spaces, opportunities for experimentation, the density and diversity of stakeholders involved and the emergence of creative communities that co-design novel initiatives. The results show that digital technologies are underused in the evaluated Living Labs.

The results are limited to a comparison of the European Living Labs in the research sample. In the absence of an index that was obtained, designed and tested in other territorial contexts, the comparative value of the outcomes of this research can be established between only four case studies. The authors anticipate that the implementation of the C3Places project and other research activities will yield even more scientific results. The findings and their implications should be discussed and tested in the broadest context possible. By focusing on creative synergy between places, technology and people, this paper presents a unified and empirically validated systemic approach to assessing digital co-creation efforts in urban planning.

Unlike previous research, this paper presents a unified and empirically based approach to assessing digital co-creation efforts in urban planning by emphasizing interplay between place, technology and people.

The Catholic Church expects theological institutes, priests and seminarians to be well-informed, critical and creative users of information and communications technology. Currently, most theological institutes use the traditional face-to-face teaching method. An attempt to implement blended learning as an innovative teaching and learning modality for communication theology was made at the Saint Peter’s Pontifical Institute, Bangalore, India, using the lab-rotation model for one semester. This paper aimed to study the two important course outcomes: participation and satisfaction.

The course was designed using the analysis, design, development, implementation and evaluation (ADDIE) model, developed, implemented and evaluated for 21 first-year theology students. The combination of descriptive and quasi-experimental research used an online questionnaire containing statements on a five-point Likert scale. The study evaluated the potentials of blended learning as an innovative modality through student participation and satisfaction.

This research found that a high level of participation augmented satisfaction among the students during the implementation of the blended learning modality. The positive results revealed that future shepherds in the Catholic Church could effectively integrate information and communications technologies (ICTs) in their life and mission and serve digital citizens.

The research was conducted in St. Peter’s Pontifical Institute of Theology (SPPI) for an elective course, Communication Theology, taught once a week. Only two outcomes; participation and satisfaction were studied. The respondents were 21 first-year theology students of the SPPI, which could have limited the generalizability of the results. They were not allowed to use any gadgets. So this research had to adopt a lab-rotation model wherein the students followed part of their course in the computer room.

This pilot experience in blended learning modality will help SPPI recognize the advantage of such an approach and possibly decide to adopt it as one modality in the institute. It may also serve as a model for other Catholic schools and this could trigger the wider adoption of blended learning among Catholic schools. Results of the study can demonstrate to the faculty how blended learning is designed and a sample module can easily guide them on how it may be implemented. Hence, this can equip them already with knowledge and skills about the new modality.

The positive learning experiences will help the professors to further discover and adopt new and existing learning technologies that can enhance the learning atmosphere for post-millennials. They can now innovate teaching and learning strategies to best address the learning needs in their classroom, given the pervasiveness of ICTs in the everyday lives. This study will also provide a new learning option for the students as they undergo a new student-centred learning exercise.

The pioneering effort of integrating ICTs in the form of blended learning in theology curriculum was executed in SPPI. The application of the blended learning approach to teaching communication theology is innovative in that educational technology is not only applied to theology courses but involves the promotion of technology use among future religious leaders. From a long-term perspective, this attempt can transform traditional face-to-face dominated teaching approaches.

This paper aims to give an overview of EU‐level e‐inclusion policy providing elements for the context for reflection on the role and shape of universal service.

The paper provides an account of the drivers and principles of EU e‐inclusion policy.

The paper finds that e‐inclusion – at this stage – needs a comprehensive and coherent approach addressing any social and economic exclusion factor with the help of ICT, addressing the risk of ICT as a factor of exclusion, bringing together the market, society, and user perspectives and seeking a “triple‐win”, and pro‐actively and forward‐looking combination of policy tools that can help to realize e‐inclusion.

The paper provides a contribution to the discussion on universal service from the wider perspective of EU e‐inclusion policy.

The purpose of this paper is to evaluate the level of ICT (information and communication technologies) integration and usage in teachers, curricula in Iranian schools.

The data for the study were gathered through a questionnaire administered to 160 respondents who were school teachers. In total, 154 questionnaires were retrieved. This represented approximately 96 percent return rate. The data were analyzed quantitatively using SPSS. The core of the questionnaire was analyzed using Pearson Correlation Coefficient statistical tool to determine the significant the level of ICT integration and usage in teacher's curriculum in Iran's schools. One‐way‐analysis of variance ANOVA was employed to test the relationships between variables and respondents' demographic profile (gender, age, qualifications and length of service). The statistical significance was set at p<0.05.

Results showed that there were no significant differences in the overall ANOVA analysis based on the respondents' demographic information. Also, the results of the research showed that respondents were dissatisfied with the level of weak integration and usage of ICT into teacher's curricula.

The α reliability of 0.87 was obtained which shows a strong reliability of the research instrument.

The purpose of this paper is to report the findings of research into the extent and impact of restricted access by specific groups of staff to ICT‐based communications in UK further and higher education institutions.

An exploratory approach combining quantitative and qualitative methods. A questionnaire survey was distributed to all HEFCE‐funded institutions in the UK. Six institutions acted as case study sites for in‐depth qualitative investigation using documentary analysis and semi‐structured interviews.

Lack of hardware and network infrastructure posed less of a barrier than lack of ICT skills, lack of motivation either to use computers or to gain ICT skills, and line manager resistance to staff using computers or accessing ICT training in work time. Job function was the factor most associated with lack of access, with cleaning, catering and estates staff least likely to have access. However, there were also many examples of good practice to extend staff access, particularly with regard to ICT training. The research concludes that one of the main concerns for institutions is to “win the hearts and minds” of non‐desk staff and their managers. The development of an institutional communication strategy is identified as being of critical importance.

Provides a “snapshot” of the prevailing situation at the point of data collection rather than a longitudinal insight into developments in access over time.

The first comprehensive analysis of staff access to ICT in UK further and higher education. In addition to highlighting examples of good practice for dissemination across the sector, the research provides information about gaps in provision to inform the targeting of future initiatives.

Information and communication technology (ICT) usage is pervasive among present day youth, with about 95% of youth ages 12–17 years reporting use of the Internet. Due to the proliferation of ICT use among this generation, it is important to understand the impacts of ICT usage on well-being. The goal of this study was to determine the impact of ICT usage on psychological well-being among a sample of urban, predominately African American youth.

Paper and pencil surveys were administered to fourth and fifth grade students enrolled in 27 elementary schools in the southeastern United States. Relationships between hours using various types of ICTs and the frequency of Internet activities on depression, hopelessness, self-esteem, and belonging were examined using Ordinary Least Squares (OLS) regression.

Results indicate that ICT usage has both positive and negative implications for psychological well-being, depending upon the type of ICT use and outcome being examined.

The proliferation of ICT usage among present day youth may actually lessen its impact on psychological well-being. Since the amount of ICT usage does not seem to influence psychological well-being, future research should examine the impact of ICT content on psychological well-being.