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The study investigates the digital divide concerning computer literacy in Hungary. It examines the differences of computer literacy of people with different social-demographic characteristics (gender, settlement type, education, labor market presence and income). It also investigates the intentions to learn computer skills. In this respect, smaller differences have been found then in the case of actual knowledge, which predicts the narrowing down of digital divide in the future. An attempt has been made to identify the institutional, technical and primordial conditions in everyday life that may influence both computer literacy and inclination to master the computer, and hence may function as “bridges” over the digital divide. Four of these factors have been studied: access to computers at the workplace, public internet access at the settlement, communication via cellular phone and effect of the family members' ITC knowledge. Statistical analysis and in-depth interviews were used as methods of examination. Based on logistic regression models it was found that the bridging factors exert weak or insignificant influence on the willingness to learn computer skills - if they are controlled - so these factors alone are insufficient to bridge the digital divide.
England between 2015 and 2020, and Spain, Germany, and Ireland after 2020. The United States is the source of numerous publications in the field of literacy; Yesiltas and Evci (2021) on computer literacy; Julius et al. (2021) on mathematics education
education and thus could not take part in a hotel housekeeper training course. Labour offices only reimburse successfully completed courses; other courses include for example computer literacy, welding, accounting, or driving courses ( Labour Office of the
inequalities include lack of access to facilities, infrastructure and devices (laptops, smart phones, etc.); slow, limited or no Internet connectivity; and lack of or insufficient computer literacy among justice users. Populations that are particularly
