{"id":468,"date":"2026-07-14T06:21:16","date_gmt":"2026-07-14T06:21:16","guid":{"rendered":"https:\/\/www.journals.utgjiu.ro\/JES\/?post_type=articol&p=468"},"modified":"2026-07-14T06:21:16","modified_gmt":"2026-07-14T06:21:16","slug":"digital-and-educational-inequalities-between-urban-and-rural-areas-in-romania-current-challenges-and-future-opportunities-through-artificial-intelligence","status":"publish","type":"articol","link":"https:\/\/www.journals.utgjiu.ro\/JES\/articol\/digital-and-educational-inequalities-between-urban-and-rural-areas-in-romania-current-challenges-and-future-opportunities-through-artificial-intelligence\/","title":{"rendered":"DIGITAL AND EDUCATIONAL INEQUALITIES BETWEEN URBAN AND RURAL AREAS IN ROMANIA: CURRENT CHALLENGES AND FUTURE OPPORTUNITIES THROUGH ARTIFICIAL INTELLIGENCE"},"content":{"rendered":"

The gap between urban and rural areas continue to significantly affect educational equity in Romania, and the
\nrecent digitization of the school has shifted the discussion from the lack of basic infrastructure to differences in skills, use
\nand capitalization of digital technologies. The article analyzes the evolution of digital and educational inequalities in
\nRomania and discusses to what extent artificial intelligence can become, in the medium term, a tool to reduce these gaps,
\nnot just a new source of polarization.
\nMethodologically, the research combines three components: a critical analysis of the literature published between
\n2010 and 2026, a Romania-European Union comparative analysis based on Eurostat indicators on the use of the internet
\nand generative artificial intelligence tools and a bibliometric co-occurrence analysis carried out in VOSviewer based on
\ndata extracted from Scopus. The selected indicators track both digital access and functional use of the internet for
\neducational, professional and social activities, respectively the use of generative AI for private, professional and
\neducational purposes.
\nAlthough the frequent use of the internet is relatively close to the European average, gaps are becoming visible in
\nthe area of digital skills, participation in online courses and the use of AI for formal education, which supports the existence
\nof a secondary digital divide and outlines the emergence of a new “AI divide”.
\nIn this context, the article argues that artificial intelligence can only contribute to reducing educational inequalities
\nif it is supported by coherent public policies, investments in infrastructure, teacher training and the development of digital
\nand algorithmic literacy among students.<\/p>\n","protected":false},"featured_media":0,"template":"","meta":{"site-sidebar-layout":"default","site-content-layout":"","ast-site-content-layout":"default","site-content-style":"default","site-sidebar-style":"default","ast-global-header-display":"","ast-banner-title-visibility":"","ast-main-header-display":"","ast-hfb-above-header-display":"","ast-hfb-below-header-display":"","ast-hfb-mobile-header-display":"","site-post-title":"","ast-breadcrumbs-content":"","ast-featured-img":"","footer-sml-layout":"","ast-disable-related-posts":"","theme-transparent-header-meta":"","adv-header-id-meta":"","stick-header-meta":"","header-above-stick-meta":"","header-main-stick-meta":"","header-below-stick-meta":"","astra-migrate-meta-layouts":"default","ast-page-background-enabled":"default","ast-page-background-meta":{"desktop":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"tablet":{"background-color":"","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"mobile":{"background-color":"","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""}},"ast-content-background-meta":{"desktop":{"background-color":"var(--ast-global-color-4)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"tablet":{"background-color":"var(--ast-global-color-4)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"mobile":{"background-color":"var(--ast-global-color-4)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""}}},"class_list":["post-468","articol","type-articol","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/www.journals.utgjiu.ro\/JES\/wp-json\/wp\/v2\/articol\/468","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.journals.utgjiu.ro\/JES\/wp-json\/wp\/v2\/articol"}],"about":[{"href":"https:\/\/www.journals.utgjiu.ro\/JES\/wp-json\/wp\/v2\/types\/articol"}],"wp:attachment":[{"href":"https:\/\/www.journals.utgjiu.ro\/JES\/wp-json\/wp\/v2\/media?parent=468"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}