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Item type:Publication, Digital Inclusion Across the Americas and Caribbean(Federal Reserve Bank of St. Louis, 2020-05-14)This research brings together digital inequality scholars from across the Americas and Caribbean to examine efforts to tackle digital inequality in Uruguay, Chile, Peru, Brazil, Mexico, Cuba, Jamaica, the United States, and Canada. As the case studies show, governmental policy has an important role to play in reducing digital disparities, particularly for potential users in rural or remote areas, as well as populations with great economic disparities. We find that public policy can effectively reduce access gaps when it combines the trifecta of network, device, and skill provision, especially through educational institutions. We also note, that urban populations have benefitted from digital inclusion strategies to a greater degree. This underscores that, no matter the national context, rural-urban digital inequality (and often associated economic inequality) is resistant to change. Even when access is provided, potential users may not find it affordable, lack skills, and/or see no benefit in adoption. We see the greatest potential for future digital inclusion in two related approaches: 1) initiatives that connect with hard-to-reach, remote, and rural communities outside urban cores and 2) initiatives that learn from communities about how best to provide digital resources while respecting their diversely situated contexts, while meeting social, economic and political needs. - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Effects of resilience, social support, and academic self-efficacy on mental health among Peruvian university students during the pandemic: The mediating role of digital inclusion(Frontiers Media SA, 2024-01-01)Mental health of university students has been impacted during the pandemic, highlighting the importance of understanding its psychosocial determinants. Nevertheless, there has been limited exploration into whether the digital inclusion conditions for remote education could mediate the effects that variables such as resilience, social support, and academic self-efficacy may have on mental health. Considering the above, there is evidence that shows a consistent relationship between resilience, social support and academic self-efficacy on mental health, to the extent that these are psychological variables. On the other hand, digital inclusion, which comprehends a contextual variable, not a psychological one, related to ICT access opportunities and mainly focused on the quality of Internet access, should be analyzed in a differential manner. Objectives: This study seeks to analyze the effect of resilience, social support and academic self-efficacy, on the mental health of a group of Peruvian university students; in addition, it seeks to analyze the mediating role of digital inclusion. Materials and methods: A cross-sectional study was conducted with 3,147 undergraduate students from a private university in Lima, Perú. From August to October 2020, data were collected online through questionnaire, this include The Depression, Anxiety and Stress Scale 21 (DASS-21), The 10-item version of the Connor-Davidson Resilience Scale (CD-RISC10), The Multidimensional Scale of Perceived Social Support (EMASP), The Perceived Self-Efficacy Specific for Academic Situations Scale (EAPESA) and to measure digital inclusion, the Perceived Quality of Internet Access reported by the students. The levels of participants’ anxiety, depression and stress were described using frequency and percentage. Pearson Correlation test was used to measure the correlation between the variables and a Path analysis was conducted. Finally, The PROCESS macro for SPSS (Model 4) was applied to examine the mediating effect of the model controlling gender variable. Results: The results revealed significant levels of extremely severe symptoms of anxiety (36.8%), depression (33.4%) and stress (18.1%) among the participants. A path analysis, which indicated that resilience (β = −0.346), social support (β = −0.189), academic self-efficacy (β = −0.060) and digital inclusion (β = −0.089) had significant impact on students’ General Distress. In addition, digital inclusion plays a partial mediation role with low but significant effect size in the relationship between resilience, social support and self-efficacy with mental health. Conclusion: Mental health of university students during the pandemic shows alarming levels of general or emotional distress. The findings indicate that resilience, social support and self-efficacy protect college students’ mental health by reducing general distress. However, the study shows that when there is a digital divide around internet quality the impact of these factors is affected. - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Universal service and structural reforms in Latin America: What have we learned and where are we going?(Elsevier BV, 2026-07-01)This article examines five decades of the evolution of universal telecommunications service policy, analyzing its theoretical foundations in developed countries and its empirical adaptation across eleven Latin American and Caribbean nations. The analysis reveals universal service as a dynamic policy framework that continuously adapts to technological change and institutional capacities, rather than as a static concept. The theoretical review highlights fundamental tensions between European “public service” traditions that emphasize rights-based access through cross-subsidies and Anglo-Saxon “universal service” models that prioritize market-based affordability. LAC countries navigated between these paradigms during the 1990s liberalization, adopting institutional arrangements that reflect local political economies rather than imported models. Empirical evidence confirms three critical transitions: from rural telephony to broadband infrastructure as a priority; from fragmented governance to robust institutional frameworks with participatory mechanisms; and from infrastructure provision to integrated digital inclusion that incorporates literacy, devices, and capacity development. The article reinterprets universal service funds as credibility mechanisms that signal government commitment not to expropriate private investments in weak institutional contexts, explaining their near-universal adoption during privatizations despite design variations. Contemporary arrangements exhibit remarkable heterogeneity: some countries modernized existing funds by diversifying financing instruments; others dissolved traditional funds, redistributing responsibilities; and alternative models emerged that dispensed with formal funds entirely. These divergent paths show that no single optimal arrangement exists; effectiveness depends on alignment with institutional architecture, regulatory capacity, and political economy dynamics.