For a systemic approach to digital inequalities among school-age youth
This article aims to critically examine the empirical literature on digital inequalities faced by learners, using a conceptual framework based on a systemic approach to social inequalities. The analysis reveals this literature’s undeniable contribution to the debate on the integration of digital education from a sociocritical perspective. Yet it also highlights the persistence of grey areas concerning the impact of learners’ contrasting personal digital practices on their educational pathways. The text provides some avenues of empirical investigation with a view to filling the gaps identified.