金融领域人口数字不平等的三个层次

E. Brichka, Y. Evlakhova
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摘要

文章从三个层面探讨了金融领域的数字不平等问题。研究的目的是(从数量或质量上)描述和评估俄罗斯人口在金融领域(三个层面中的每一个层面)的数字不平等问题。通过使用指数法、图表分析法以及对经验数据的比较分析,确保研究目标的实现。工作成果是制定了金融领域一级数字不平等指数,该指数可以进行综合评估。该指数的计算值证实了俄罗斯经济中金融领域一级数字不平等稳步下降的结论。至于二级数字不平等,结果如下:2021 年,相当一部分俄罗斯人掌握了通过电子邮件和信使发送文件、使用文本编辑器、复制或移动文件等基本技能;掌握高级技能的人口比例有所增加,而基本和标准数字技能的可用性几乎保持不变;数字知识水平不影响人们在线订购金融服务的活动。数字金融技能清单已经制定,可在进一步分析第二级数字不平等时对其进行评估。通过对第三级数字不平等的理论描述,我们得出结论,要更好地理解这一级别,需要扩大分析范围,并在克服第一级和第二级数字差距方面取得进展。
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Three Levels of Digital Inequality of the Population in the Financial Sphere
The article examines the problems of digital inequality in the financial sphere at three levels. The purpose of the study is to characterize and assess (quantitatively or qualitatively) the digital inequality of the Russian population in the financial sphere (at each of the three levels). The achievement of the research goal is ensured by using the index method, methods of graphical analysis, as well as comparative analysis of empirical data. The result of the work is the developed index of the first-level digital inequality in the financial sphere, which allows to give an aggregate assessment. The calculated values of the index confirm the conclusions about the steady decline in the Russian economy of the first-level digital inequality in the financial sphere. As for the second-level digital inequality, the following results were obtained: In 2021, a significant part of the Russian population possessed such basic skills as sending files via e-mail and messengers, working with a text editor and copying or moving files; the share of the population possessing advanced skills increased, while the availability of basic and standard digital skills remained virtually unchanged; the level of digital literacy does not affect the population’s activity in ordering financial services online. A list of digital financial skills has been formulated, which can be assessed in further analysis of the second-level digital inequality. The theoretical description of the third-level digital inequality led us to conclude that to better understand this level, an expanded analysis is required, as well as progress in overcoming the digital gaps of the first and second levels.
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