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Be inclusive, treat everyone fairly and provide for diverse needs and circumstances.
Equity and diversity in relation to the digital environment means that all children, regardless of their characteristics and circumstances, are treated fairly and have equal access to digital products and services, and the opportunity to use them in ways they find meaningful.
This is one of 11 child rights principles applicable to the digital environment. Together they encompass the full range of child rights covered by the United Nations Convention on the Rights of the Child (UNCRC).
Summary of the key evidence from ySKILLS
Summary of the key evidence from ySKILLS
ySKILLS findings showed that the main variables that account for higher levels of digital skills were socioeconomic status (SES), gender, age, time spent online, preference for online social interaction, self-efficacy, personal attitudes towards the internet use, and parental mediation (only on technical skills).
Put differently, the findings show that young people who are most disadvantaged offline because of lower SES or migration are also more disadvantaged online.
Gender is a key form of perceived difference and inequality: boys and gender-diverse youths report having greater information skills, while girls report greater communication skills. However, when ySKILLS tested their skills via practical tasks, there was no difference in digital skills between boys and girls.
Read all findings related to the Equity and diversity principle
“If I don’t have a phone, I have nothing.” (Afghani teenager, Greece)
“Not everyone has the equipment, internet access, appropriate learning conditions.” (policy maker, Poland)
ySKILLS is an EC-funded research network aiming to identify the actors and factors that undermine or promote the wellbeing of children aged 12–17 in a digital age. More about ySKILLS
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