Navigating Digitalization: Intersectional Perspectives on the Digital Divide and the Use of Digital Tools in the Introduction Programme
Abstract
This thesis investigates the intersectional dynamics of the digital divide and the use of digital tools within Norway’s Introduction Programme (IP). The study examines how digitalization efforts in the IP contribute to the social and economic inclusion of immigrant women in the region of Agder. Utilizing an intersectional framework, this research addresses the unique barriers and opportunities presented by the interplay of gender, educational and geographic background and digital literacy.The qualitative study draws on participant observation, semi-structured interviews, and focus group discussions, encompassing immigrant women and educators in the IP. The findings reveal critical disparities in digital access and literacy, shaped by intersecting factors such as educational background, language proficiency, and previous technological exposure. These disparities significantly affect participants' integration experiences, influencing their engagement with the digital tools designed to support their social and economic inclusion.Through thematic analysis, this thesis identifies key challenges and opportunities in the digitalization of integration programs. It highlights the pivotal role of educators in bridging digital literacy gaps and the importance of culturally sensitive, tailored strategies to empower immigrant women. The study concludes with actionable policy recommendations aimed at enhancing the effectiveness of digital integration initiatives, ensuring they align with the SDGs and Norway’s broader goals of equity and social inclusion in a rapidly digitalizing society.By offering a nuanced understanding of the digital divide within the IP, this research contributes to the theoretical discourse on intersectionality and digital inclusion, while providing practical insights for improving integration policies and practices in Norway.