Digital divide and social inequalities: Sociological approaches to the Greek education system and family roles

The digital divide is a multifaceted social phenomenon that perpetuates and exacerbates pre-existing social inequalities within education. This study explores teachers’ views on integrating ICT in Greek schools, emphasizing how the digital divide influences classroom practices. Findings indicate that the education system often acts as a mechanism of social reproduction rather than equalization, such as infrastructural deficiencies, particularly in rural areas, and the persistence of hidden curricula reinforce passivity and limit critical thinking. Teachers play a crucial role in either bridging or reinforcing digital inequalities. However, gaps in digital skills, resistance to pedagogical change, and insufficient training help maintain hierarchical relationships and traditional teaching methods. Family background further emerges as a decisive factor, as economic, cultural, and social capital shape access to digital resources and opportunities, perpetuating cycles of inequality. Geographical factors exacerbate these disparities, particularly in remote regions, where access to infrastructure is limited. Policy implications emphasize that bridging the digital divide requires more than just providing technological equipment, underscoring the need for comprehensive interventions in teacher training, digital literacy, and equity-focused reforms. Ultimately, coordinated action among institutions, educators, and families is essential to transform education into a driver of inclusion and empowerment.