| Abstrakt: |
A new report from the University Erlangen-Nurnberg in Germany explores the impact of digital reading on higher education opportunities. The study examines the experiences of university students in three European countries during the COVID-19 pandemic and finds that digital reading practices are linked to inequalities in access, attitudes, motivation, skills, behavior, and support. The researchers argue that current digital policies aimed at improving access to digital texts in academia may not effectively democratize higher education. This research provides valuable insights into the potential consequences of transitioning from print to digital reading materials in academic settings. [Extracted from the article] |
