Digital Inclusivity of Non-Internet Users – Examining the Barriers Affecting Technology Adoption in Rural Wales

Abstract

The aim of the study is to examine the barriers which may hamper digital skills development, digital inclusivity and community digital wellbeing in rural mid-Wales. This research puts forward ideas and methods to measure attitudes psychographically and uncover themes related to digital concepts, to determine why there is slow progress in advancing key digital skills in rural mid-Wales. The Welsh Government defines the five key digital skills as the following: handling information and content, communicating, transacting, problem solving and being safe and legal online.

A mixed methods approach is utilised, incorporating a postal questionnaire survey and focus group meetings. Thematic analysis incorporating Grounded Theory (GT) identifies several strongly defined themes among the twenty-five (N=25) participants of the study. These themes in order of perceived importance are financial independence, digital confidence, concerns with acquiring the five skills, online fears, social inclusion via companionship, assistance from others and training.

The results from the questionnaire survey and the focus groups indicate that some of the members of the community have misgivings about their level of representation or participation and consultation within the citizen design variable. These individuals express ageism concerns regarding the design and accessibility of digital services and the role it may play in influencing the adoption of technology into their lives. The study’s results further indicate that digital policies which focus on local authorities or municipalities and not rural local digital agendas, may increase exclusion of individuals and that in some cases, spatial and social divides occur in areas with large populations of elderly due to digitalisation of services. Chi-Square cross tabulation tests performed on the variables of feeling digitally excluded and education, indicate no statistical significance. The study results suggest that education level alone, is not conclusively a determinant of being able to define oneself digitally included in rural Wales or being capable or motivated to engage with online transacting activities. There is a myriad of psycho-social processes at play, including issues of trust, confidence, perceived convenience, and the cognitive decline of the ageing populace.

Implications of the findings for future research, suggest that future studies should focus on motivational, emotional, cultural limitations or barriers in accepting technological change to individuals living in rural parts of Wales. Furthermore, additional research is required into digital health inclusivity and intergenerational cohort analysis of individuals living in these rural areas.

Date of Award	2025
Original language	English
Awarding Institution	Aberystwyth University
Supervisor	Reyer Zwiggelaar (Supervisor) & Bernie Tiddeman (Supervisor)