Digital divide in Spanish schools shifts from access to usage patterns

A study by EsadeEcPol and Save the Children, based on PISA 2025 microdata, highlights a shifting digital divide in Spanish schools, specifically in the Basque Country. The research indicates that the gap is no longer about access to technology, but rather how it is used. Academic performance is increasingly linked to the frequency, purpose, and management of screen time.

Findings show a social component to mobile phone usage: 46% of students from lower socioeconomic backgrounds report using devices at school weekly or more, compared to 36% from higher-income families. Experts suggest that higher-income families often exercise stricter parental control and provide more structured leisure activities, whereas mobile phones may serve as a primary source of entertainment for students in more vulnerable households.

In response to these challenges, some educators are advocating for a shift in how technology is integrated into the classroom. Rather than focusing solely on limiting screen time, teachers are promoting the use of devices as tools for production and active learning—such as creating podcasts or interactive projects—rather than just passive consumption.