Digital inequality and migrant students’ educational performance: evidence from Campania
DOI:
https://doi.org/10.71014/sieds.v80i1.544Keywords:
second-generations, immigrants, Education, languageAbstract
This article explores the relationship between digital access, migratory background, and educational performance among Grade 10 students in the Italian region of Campania. Using data from the 2022-2023 INVALSI assessment and employing multilevel modeling, the study examines how inequalities in access to digital technologies impact proficiency in the Italian language, focusing particularly on differences between native-born students and those with a migratory background. The findings reveal significant disparities in digital access, especially among first-generation immigrant students; over one-quarter of these students report lacking both a personal computer and an internet connection at home. These material disadvantages are strongly correlated with lower educational achievement. For students with a migratory background, access to digital resources emerges as a strong predictor of language proficiency, regardless of socio-economic status. Additionally, second-generation students consistently outperform their first-generation peers, although both groups still fall short compared to native-born students. The analysis indicates that while digital inclusion is important for addressing educational inequality, it is not sufficient on its own to overcome the broader socio-cultural and institutional barriers faced by youth of immigrant origin. The results highlight the need for targeted policy responses that combine improved access to technology with broader integration strategies, particularly in regions experiencing significant structural disadvantages.
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Copyright (c) 2026 Alessio Buonomo, Stefania Capecchi, Francesca Di Iorio, Patrizia Giannantoni
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