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INDEPENDENT LEARNING THROUGH DIGITAL TECHNOLOGIES:
OPPORTUNITIES, BARRIERS, AND SOCIAL STRATIFICATION
Gulomjon Gafurovich Kurbanov
Head of the “Mathematics and Informatics” Department, Bukhara State
Pedagogical Institute, PhD in Pedagogical Sciences, Associate Professor
Email: gulomjonqurbonov0880@gmail.com
https://doi.org/10.5281/zenodo.16669807
Annotation
: This article analyzes the concept of autonomy shaped by
digital technologies in relation to social disparities, technical biographies, and
implicit skills. It provides empirical examples demonstrating that digital
teaching practices – particularly those involving innovative approaches – are not
equally effective for all social groups.
Keywords:
Autonomy, digital inequality, technical biography, digital
entrepreneurship, social determinants, innovative pedagogy, digital skills.
The notion of autonomy appears frequently throughout the analyses
presented in this collection. However, this interpretation differs significantly
from the one found in the sociology of professions or within the realm of artistic
and cultural production [1]. Those perspectives often emphasize the
construction of social spheres or communities governed by their own internal
logic.
In contrast, the concept of autonomy discussed in these articles diverges
from philosophical or political viewpoints that regard it as an ideal educational
objective, or from pedagogical positions that see it as a central instructional goal.
Rather, in this context, autonomy is approached more as a skill to be cultivated
or an individual capacity to be strengthened.
Such a form of autonomy often emerges in the absence of external guidance,
supervision, or control – conditions typically associated with a learner's novice
status. Limiting this external guidance encourages independent engagement
with both the activity itself and the learning processes surrounding it.
Accordingly, the conceptualization of autonomy featured in these contributions
aligns more closely with constructivist educational theories, where learning is
grounded in active participation, learner engagement, and personal
responsibility [2].
Sociological research has already demonstrated that autonomy within
educational settings is deeply influenced by underlying social inequalities [3].
However, efforts to foster such autonomy are primarily carried out through
pedagogical innovations, particularly those involving the integration of digital
technologies.
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Social Profiles and Technological Biographies. The articles included in this
thematic volume offer valuable insights into how certain populations either
possess or are deprived of “autonomy” in their engagement with digital
technologies, and how such conditions are often presented as natural or self-
evident. In digital learning contexts, not only do pre-existing social determinants
resurface, but these studies also illustrate how mediation through digital tools
can actually intensify the influence of these determinants by reinforcing the
relationship between technical practices and socially constructed imaginaries.
Individuals’ capacity to interact with digital technologies – as well as the
types of usage and competencies made available to them – are closely tied to
broader factors such as age (youth or old age), gender, and socio-cultural
background. Access and adaptability are rarely neutral, as they often reflect
existing structural advantages or limitations.
Moreover, the articles also shed light on the political dimensions of digital
teaching systems. These systems may either reproduce or challenge prevailing
social imaginaries, thereby impacting users differently depending on their social
positioning – sometimes reinforcing the status quo, sometimes offering
opportunities for transformation.
Social Stratification of Digital Practices. Early research has already
highlighted how inequities in access to, usage of, and autonomy over digital
technologies are shaped by broader patterns of social stratification [4].
However, there remains a lack of in-depth empirical studies exploring how
digital skills, autonomy, and competencies actually develop, how these processes
intersect with individuals’ socio-professional profiles and technical biographies,
and how they are influenced – or constrained – by age- and gender-based social
expectations and stereotypes.
The first two articles in this collection offer original and complementary
perspectives on these issues. They analyze the dynamics of digital autonomy and
skill acquisition by examining two contrasting social groups: one where
individuals are characterized by limited digital competence and autonomy, and
another where these attributes are considered relatively strong. Through this
comparison, the studies shed light on the mechanisms through which digital
inequalities are both reproduced and potentially challenged.
Gabrielle Lavenir’s Study. Gabrielle Lavenir analyzes findings from a
qualitative investigation based on interviews and observations conducted with
individuals over the age of sixty. Drawing on rich and original fieldwork, her
research uncovers the key factors influencing how older adults engage with
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digital technologies, offering nuanced insights into the digital experiences of this
age group.
The author identifies three primary areas of tension:
A longstanding history of technology use, which is often overlooked by
initiatives aimed at improving digital literacy among older adults;
Changing physical abilities, which may hinder elderly users from effectively
interacting with digital devices;
Weak social networks, which limit access to resources and support for
learning digital technologies.
Special attention is given to digital training programs offered in nursing
homes and elder care institutions (EHPADs). The study emphasizes a disconnect
between prevailing social representations and the lived technological
experiences – or "technobiographies" [5] – of older individuals, highlighting how
standardized narratives often fail to capture the complexity of their actual
engagement with digital tools.
What Kind of Learning Preparation Is Needed to Become a Digital
Entrepreneur? One of the central themes explored in this special issue concerns
the relationship between learners’ dispositions toward learning and the
technical or informational tools (i.e., digital systems) they engage with. Several
articles uncover the implicit assumptions that underlie common narratives
linking digital entrepreneurship with digital tools and skill acquisition.
Despite extensive data on inequalities in digital access and usage [6], digital
technologies are frequently framed as offering a “second chance” – particularly
for economically disadvantaged individuals or those seeking to reorient their
professional paths. In this context, digital tools are often promoted as effective
entry points for beginners, especially in pathways leading toward
entrepreneurship.
Within this issue, two articles focus specifically on the gap between the
theoretical characteristics of officially designated target populations and the
often unspoken, pre-existing skills and competencies implicitly required by
digital platforms and systems. These contributions reveal that prior knowledge
and cultural capital continue to play a crucial role in determining individuals’
ability to successfully engage in digital learning and entrepreneurial activities.
On Fabien Labarthe’s Research. In his article, Fabien Labarthe revisits the
study of computer science from a narrowly focused educational perspective. He
examines training programs in informatics that are built upon so-called
"innovative" pedagogical approaches. These courses are implemented within
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institutions such as France’s Grande École du Numérique, which are specifically
designed to promote inclusivity by reaching learners from diverse social and
educational backgrounds.
Labarthe o‘z tadqiqotida ushbu muassasa doirasida shakllangan rasmiy
bayonot va shiorlarni emas, balki bu g‘oyalar qanday amaliyotga tatbiq etilishini
aniq faktlar asosida tahlil qiladi. U turli auditoriyalar (o‘quvchi guruhlari)da
innovatsion pedagogikaning qanday qabul qilinishiga e’tibor qaratadi. Tadqiqot
shuni ko‘rsatadiki, bu ta’lim yondashuvi barcha o‘quvchilar uchun birdek
muvaffaqiyatli bo‘la olmaydi.
Building on Nicolas Auray’s [7] concept of “computer science virtuosos” –
individuals who operate in self-directed, exploratory learning modes – Labarthe
critically examines the social and educational competencies associated with such
profiles. His analysis leads to a striking conclusion: contrary to the initial
inclusive intentions, these innovative and autonomy-driven pedagogical formats
often present the greatest challenges for learners with limited academic
preparation.
Conclusion. This thematic collection explores the concept of autonomy in
digital learning through the lens of social inequality, technological biographies,
and pedagogical approaches. Unlike traditional frameworks where autonomy is
treated as an ideal state, the articles here view it as an individual skill to be
developed and reinforced. Furthermore, the findings reveal a critical paradox:
while innovative educational methods involving digital technologies may offer
new opportunities for some social groups, they can also create additional
barriers for others, depending on their prior educational background and access
to cultural or technical capital.
Foydalanilgan adabiyotlar ro‘yxati:
1. SAPIRO Gisèle (2019). « Repenser le concept d’autonomie pour la sociologie
des biens symboliques », Biens Symboliques / Symbolic Goods, (4).
2. BARBOT Marie-José & TRÉMION Virginie (2016). « De l’émancipation à
l’autonomie : stabilisation et ouverture de possibles », Recherches & éducations,
(16), pp. 21-34.
3. GASPARINI Rachel, JOLY-RISSOAN Odile & DALUD-VINCENT Monique (2009).
« Variations sociales des représentations de l’autonomie dans le travail scolaire
chez les collégiens et lycéens », Revue française de pédagogie, 168, pp. 93-109.
4. HARGITTAI Eszter & HSIEH Yuli Patrick (2013). Digital Inequality (William H
Dutton, Dir). Oxford University Press, Vol. 1..
5. BUSE Christina E. (2010). “E-scaping the ageing div? Computer technologies
and embodiment in later life”, Ageing and Society, 30 (6), pp. 987-1009.
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6. HARGITTAI Eszter & HSIEH Yuli Patrick (2013). Digital Inequality (William H
Dutton, Dir). Oxford University Press, Vol. 1.
7. AURAY Nicolas (2016). L’alerte ou l’enquête : une sociologie pragmatique du
numérique. Paris, Presses des Mines-Transvalor.
