DIGITAL DIVIDE AND INFORMATION SOCIETY: A SOCIOLOGICAL STUDY

The rapid growth of digital technologies has transformed education, work, and social life, making access to the information society a key driver of development. Yet, not all individuals enjoy equal opportunities in this digital era. This study explores the relationship between educational level, income status, access to digital technologies, and participation in the information society. Using survey data from 100 respondents, crosstabulation and correlation analyses were applied to examine how education and income shape digital engagement.The results show strong positive correlations: higher educational attainment is closely linked with better digital access (r=0.789), while higher income strongly influences participation in the information society (r=0.721). These findings are consistent with previous studies, such as Helsper (2008), who emphasized that socioeconomic status drives ICT access, and Afzal et al. (2023), who found that rural and low-income students face persistent digital barriers. Together, these studies and the present findings highlight that access alone is not enough; skills, confidence, and affordability play equally important roles in shaping digital inclusion.The study underscores the urgent need for inclusive policies, affordable digital infrastructure, and targeted literacy programs that address both educational and economic disparities. By doing so, societies can ensure that technology acts as a bridge rather than a barrier.