Digital technologies are often seen as a powerful means for poverty reduction. Yet, much of the existing research focuses on macro-level outcomes, leaving gaps in understanding individual-level mechanisms and the processes behind successful digital interventions. This study addresses these gaps by examining how online platforms, developed as social innovation efforts, enable smallholder farmers in Japan to escape poverty. Using a qualitative, case-based approach, we analyze six social enterprises and explore how stakeholder mobilization drives the success or failure of these platforms. We developed a schematic model that captures the nonlinear, collaborative nature of the social innovation process. Our findings reveal a systemic account of why and how only two of the six platforms achieved meaningful impact, offering insights into the factors that shape the effectiveness of digital technologies in reducing poverty. In the end, our model offers practical implications for future digital poverty reduction initiatives.

Ethics are commonly invoked to mitigate the adverse effects of digitalization on international practices such as diplomacy, humanitarianism, or peacebuilding. However, their productive role in shaping global politics has received little attention. This article elucidates how policy and guidance documents containing ‘PeaceTech’ ethics discursively construct normative vectors, i.e., moral claims that frame risks, suggest responses, and attribute responsibilities. We identify five major tendencies through which this takes place, namely the internationalizing, outsourcing, delegating, localizing, and individualizing of PeaceTech-related risks. These vectors produce a cascade of responsibility that reaches from the international to the local, from the public to the private sector and civil society, and from organizations to end users. Agents placed higher in the cascade mainly deal with abstract and systemic risks, while agents placed lower are responsible for dealing with tangible and personal risks. Yet the latter often have the least resources to respond to these risks, and have to weigh up whether to accept them and maintain critical data collection and analysis functions, or to reduce these risks while potentially jeopardizing PeaceTech. We describe how this can amount to what we call ‘decentred dereliction’, i.e., the abandonment of goals in and through digital peacebuilding.

This article concerns opportunities for improving systems for processing public finds through digital technology and citizen science, taking England, Estonia, and Finland as case studies. These three countries have differing legislation, but all face a significant growth in hobby metal detecting and consequent increase in archaeological finds being reported, which places pressure on existing resources for recording them. While archaeologists in the different countries all value public finds as items that add to public collections, provide information about sites at risk, and can advance research, their priorities vary. This has an impact on approaches to processing finds, but offers the chance to embrace digital technology and involve the public. This article shows how digital technology and public involvement in archaeology have already facilitated change in all three countries and highlights further opportunities these might provide, given a growing desire to democratize archaeology and share public finds data as widely as possible.

Using quantitative analysis and qualitative in-depth interviews conducted in China in 2022–2024, this study explores a new form of grievance expression and dispute resolution adopted by the Chinese Communist Party (CCP): the online petition. While digital technology can receive and handle public complaints more efficiently, local officials under intense top-down pressure and increased accountability often only address citizens’ demands performatively to satisfy the political needs of their superiors. The study of “mechanical responsiveness” reveals that the CCP’s reinforced scrutiny of petitioners as well as local officials not only fails to prevent and resolve disputes at the source but also may lead to increased social discontent and pent-up resentments in the long run when the government fails to live up to its promises. Citizens will also lose faith in the institution and become politically disengaged if grassroots officials are always trying to curry favour with their superiors and avoid punishment rather than address public demands.

Task-sharing holds promise for bridging gaps in access to mental healthcare; yet there remain significant challenges to scaling up task-sharing models. This formative study aimed to develop a digital platform for training non-specialist providers without prior experience in mental healthcare to deliver a brief psychosocial intervention for depression in community settings in Texas. A 5-step development approach was employed, consisting of: blueprinting, scripting, video production and digital content creation, uploading digital content to a Learning Management System and user testing. This resulted in the development of two courses, one called Foundational Skills covering the skills to become an effective counselor, and the second called Behavioral Activation covering the skills for addressing adult depression. Twenty-one participants with a range of health-related backgrounds, including 11 with prior training in mental healthcare, completed the training and joined focus group discussions offering qualitative feedback and recommendations for improving the program’s usability. Participant feedback centered around the need to make the content more interactive, to include additional engaging features, and to improve the layout and usability of the platform. The next steps will involve evaluating the training program on developing the skills of non-specialist providers and supporting its uptake and implementation.

The highly digitalised nature of contemporary society has made digital literacy important for newly arrived migrants. However, for teachers, the use of information and communication technologies can be challenging. The aim of the present study is to gain a deeper understanding of how teachers perceive digital resources as useful for teaching migrants language and subject skills. The research question is, In what way do teachers at the language introduction programme for newly arrived migrants in Sweden articulate the use of digital resources in relation to language teaching and in relation to subject teaching? This qualitative study is based on observations of 28 lessons in different subjects in the language introduction programme, as well as interviews with the observed teachers. In analysing the material, we first used the TPACK in situ model (Pareto & Willermark, 2019) to organise the data on the use of digital resources, and thereafter discourse theory (Howarth, 2005) was used to analyse the data. The results show that the teachers limited their students’ use of digital resources during the lessons, which is apparent in two discourses: distrust and dichotomy. In the discourse on distrust, digital technology is seen as an obstacle to teaching, and the discourse dichotomy is about the opposition between the digital and the physical. Moreover, articulations were often expressed in terms of identity; the teachers talked about themselves in relation to digital resources, rather than talking about how they use digital resources in their teaching.

As Western society becomes increasingly digitally dependent and many older adults actively engage in the online world, understanding the experiences of those who largely do not use digital technology in their daily lives is crucial. Individual interviews were conducted (pre-pandemic) with 23 older adults who, based on self-identification, did not regularly use digital technology, exploring how their experiences as limited digital technology users may have impacted their daily lives. An iterative collaborative qualitative analysis demonstrated three main themes: internet concerns, frustrations with digital technology, and conflicting motivators to use digital technology. Findings suggest that addressing digital concerns and providing effective digital skill learning opportunities may encourage some older adults to become more digitally engaged. However, as people, including older adults, can be uninterested in using these technologies, organizations and institutions should work to offer ways to support people of all ages who are not engaged online.

Researchers across outdoor and environmental education (OEE) are drawing on relational ontologies to break down dualisms, human-centric thinking and challenge neoliberal education that focusses on outcomes and achievements. Digital technology has been seen as problematic in OEE because of its distracting qualities within notions of authentic outdoor experiences. Re-conceptualising digital technology as something learners are entangled with — rejecting a dualistic position — offers a nuanced way of understanding how digital technology could be harnessed for OEE. This research presents speculative findings from a new materialist inspired project on how teachers considered video-making and the more-than-human in OEE. Working with assemblage theory and attention to affect, we portray ways assemblages of video-making and the more-than-human can shape OEE in new ways. Implications for educators in how they might assemble OEE with technology are suggested.

Recent studies highlight the need for ethical and equitable digital health research that protects the rights and interests of racialized communities. We argue for practices in digital health that promote data self-determination for these communities, especially in data collection and management. We suggest that researchers partner with racialized communities to curate data that reflects their wellness understandings and health priorities, and respects their consent over data use for policy and other outcomes. These data governance approach honors and builds on Indigenous Data Sovereignty (IDS) decolonial scholarship by Indigenous and non-indigenous researchers and its adaptations to health research involving racialized communities from former European colonies in the global South. We discuss strategies to practice equity, diversity, inclusion, accessibility and decolonization (EDIAD) principles in digital health. We draw upon and adapt the concept of Precision Health Equity (PHE) to emphasize models of data sharing that are co-defined by racialized communities and researchers, and stress their shared governance and stewardship of data that is generated from digital health research. This paper contributes to an emerging research on equity issues in digital health and reducing health, institutional, and technological disparities. It also promotes the self-determination of racialized peoples through ethical data management.