The article by Jan van Dijk and Kenneth Hacker explores the complex and dynamic nature of the digital divide, emphasizing that it is not a simple issue of access to technology but involves multiple dimensions such as skills, usage, and social factors. The digital divide is defined as the gap in access to information and communication technologies (ICTs), which can be categorized into four types: mental access (lack of digital experience), material access (lack of hardware), skills access (lack of digital skills), and usage access (lack of opportunities to use ICTs). The authors argue that while material access has improved, the gaps in digital skills and usage are growing, making the digital divide more complex. The article discusses the findings of official statistics from the United States and the Netherlands, showing that disparities in access to computers and internet connections exist across income, education, age, gender, and ethnicity. These disparities have increased over time, and while some gaps may narrow due to saturation effects, others are likely to widen. The authors also highlight the importance of digital skills, which are not just about operating hardware but also about searching, selecting, processing, and applying information from digital sources. The article emphasizes that the digital divide is not just about access to technology but also about the ability to use it effectively. It discusses the role of social and cultural factors in shaping digital skills and usage, and the importance of addressing these factors in policy-making. The authors argue that the digital divide is a complex and dynamic phenomenon that requires a multifaceted approach to address, including policies that promote equal access to digital resources and skills. The article concludes that while the digital divide is a significant issue, it is not an unbridgeable gap, and that policies aimed at reducing inequalities in access and usage are essential.The article by Jan van Dijk and Kenneth Hacker explores the complex and dynamic nature of the digital divide, emphasizing that it is not a simple issue of access to technology but involves multiple dimensions such as skills, usage, and social factors. The digital divide is defined as the gap in access to information and communication technologies (ICTs), which can be categorized into four types: mental access (lack of digital experience), material access (lack of hardware), skills access (lack of digital skills), and usage access (lack of opportunities to use ICTs). The authors argue that while material access has improved, the gaps in digital skills and usage are growing, making the digital divide more complex. The article discusses the findings of official statistics from the United States and the Netherlands, showing that disparities in access to computers and internet connections exist across income, education, age, gender, and ethnicity. These disparities have increased over time, and while some gaps may narrow due to saturation effects, others are likely to widen. The authors also highlight the importance of digital skills, which are not just about operating hardware but also about searching, selecting, processing, and applying information from digital sources. The article emphasizes that the digital divide is not just about access to technology but also about the ability to use it effectively. It discusses the role of social and cultural factors in shaping digital skills and usage, and the importance of addressing these factors in policy-making. The authors argue that the digital divide is a complex and dynamic phenomenon that requires a multifaceted approach to address, including policies that promote equal access to digital resources and skills. The article concludes that while the digital divide is a significant issue, it is not an unbridgeable gap, and that policies aimed at reducing inequalities in access and usage are essential.