Bridging the Third-Level Digital Divide: Socio-Demographic Determinants of the Digital Outcomes in Thailand

Authors

  • Aphisit Pukdeewut
  • Prasongchai Setthasuravich Mahasarakham University

Keywords:

Third-level digital divide, Digital engagement, Internet benefits, Digital outcomes divide, Thailand

Abstract

The rapid evolution of digital technologies has transformed modern society, yet

significant disparities in digital engagement persist. This study explores the third

level digital divide in Thailand, focusing on how sociodemographic factors shape

digital engagement across economic, social, educational, and institutional

domains. Using logistic regression analyses on a nationwide 2022 survey with

43,465 respondents, this research offers novel insights by identifying how gender,

age, region, income, education, employment status, urban residency, and Internet

confidence specifically affect different types of digital engagement. Key findings

reveal that men are less likely to engage in online activities compared to women,

while younger adults demonstrate higher digital participation. Notably, older

adults rely more on institutional digital services, revealing an age-specific pattern.

The study also highlights regional disparities, with the northeastern region

showing higher engagement and the southern region lower across all domains. A

novel finding is the contrasting role of income, which boosts economic

engagement but reduces participation in institutional activities. Furthermore, this

study underscores the strong role of education and Internet confidence in driving

digital engagement across all areas. These findings offer crucial evidence for

designing targeted interventions to bridge the digital divide, such as gender-

equality-focused digital literacy programs, initiatives for older adults, regional

infrastructure enhancements, financial subsidies, integrating digital literacy into

education, and building digital confidence through practical, hands-on national

campaigns.

Published

2025-01-08

Issue

Section

Articles