Digital dynamics in technology adoption: Exploring socio-economic development through technology and education

Abstract

In an increasingly digitized world, understanding the intricate relationships between digital factors and socio-economic development is crucial for informing evidence-based policy interventions. This study examines the direct relationships between digital factors (i.e., digital infrastructure accessibility, stakeholder attitudes toward educational technology (Edu-Tech), educators' digital literacy, and e-learning integration) with community digital integration and socio-economic mobility. Additionally, it explores the indirect impact of these digital factors on socio-economic development through community digital integration and socio-economic mobility. Data were obtained from 586 sampled educators in Bangladesh and this study used a mixed-methods strategy that involved “partial least squares path modeling (PLS-PM)” for symmetrical analysis and “fuzzy set qualitative comparative analysis (fsQCA)” for asymmetrical analysis. The results indicate a significant direct relationship between digital factors and both community digital integration and socio-economic mobility. Additionally, all digital factors exhibit a significant indirect relationship with socio-economic development through community digital integration and socio-economic mobility. Furthermore, distinct causal recipes associated with socio-economic development were identified, emphasizing the need for comprehensive, context-specific interventions. Through rigorous analysis, this study provides actionable policy insights for promoting inclusive and sustainable socio-economic development via targeted digital empowerment initiatives in Bangladesh and other comparable nations.