OFFSTONE JUNE EDITION 2025

47 The Second Digital Divide and Inequalities in Digital Literacy The first digital divide concerned access to technology, whether individuals had internet connectivity or digital devices. However, as access has improved globally, a more insidious gap has emerged: the second digital divide, which refers to disparities in the ability to use, interpret, and critically engage with digital technologies. This divide significantly affects how different student populations interact with AI in education. While some students, typically from affluent or digitally literate backgrounds, can critically assess AI tools’ outputs, others may accept machine-generated feedback at face value. This discrepancy reinforces educational inequalities, as the latter group may be less able to recognise flawed or biased recommendations. Furthermore, teachers themselves are not immune to this divide. Many educators, especially in under-resourced schools, lack adequate training in AI integration. As a result, they may either underutilise these tools or use them uncritically, undermining their pedagogical potential. Institutions that adopt AI without comprehensive training risk deepening the communication crisis by replacing human judgement with poorly understood algorithms. The second digital divide also intersects with linguistic and cultural factors. AI systems often prioritise English and are developed within Western frameworks, which may marginalise non-Western students or misinterpret culturally nuanced expressions. This can hinder meaningful participation and communication, further entrenching educational disparities. Moreover, students with disabilities face unique challenges. While AI has the potential to offer personalised support, such as speech-to-text applications, many tools are not designed with inclusivity in mind. This technological oversight contributes to their exclusion and perpetuates the communication gap. Closing The communication crisis in the digital world, particularly within AI-integrated education, is a complex challenge shaped by the second digital divide. While AI holds promise for enhancing educational outcomes, it also risks reducing the quality and inclusivity of communication. By relying heavily on machine-mediated interactions, education may lose essential human elements such as empathy, understanding, and critical thought. To address this, stakeholders must prioritise digital literacy among students, educators, and policymakers. AI tools should be transparent, inclusive, and adaptable to diverse contexts. The goal should not be to replace human communication with digital interfaces, but to use technology to enhance meaningful interaction, critical thinking, and equitable participation. Only then can we harness the full potential of AI in education while preserving the core human aspects of learning and communication.