Abstract

Governments across the globe have declared digital inclusion as a critical element in their growth strategies. The rapid digitalisation of our lives, including work, education, and social life, has given opportunities and challenges to digital inclusion in our information society. Among all aspects of digitalisation, technology-assisted learning (TAL) has been recognised as a potential platform for digital inclusion. Despite its increasing importance for sustainable economy and society, there is a few structuring of the heterogeneous varieties of educational technologies for digital inclusion. This paper examines the relationship between digital inclusion and TAL activities through the conceptualisation of their characteristics and the creation of a taxonomy of digital learning activities for digital inclusion. The study presents a conceptual framework for key dimensions of digital inclusion. The proposed taxonomy acts as a tool for as-sessing digital inclusion needs related to TAL activities and reflecting TAL intervention on digital inclusion.