Public policies across the world are tackling Internet access inequality through mobile connections, which has led to an increase in mobile-only use. However, digital skills remain as a stumbling block to achieve digital inclusion. Using a two-wave panel survey on a representative sample conducted in Chile between 2018 and 2020, this study investigates how different mode of access (i.e. mobile-only vs mobile and computer) affects digital abilities over time. Results show significant differences in skills by mode of access. People who became hybrid users (mobile and computer) by wave 2 significantly gained skills while those who were hybrid and became mobile-only by wave 2 significantly lost abilities. People who did not change their type of access did not change their level of digital skills, despite the past of time and gained experience using the Internet. These conclusions show how mode of access may have a key effect on people’s digital inclusion.

Integrating digital technologies into universities has transformed teaching and learning experiences, requiring educators to use systematic and rigorous reflective practice to evaluate and optimize their pedagogical strategies. This study examined the intersection between reflective teaching practices and the use of digital technology, including artificial intelligence, in university teaching. Through a thematic analysis, this study examined how educators employ technological tools, reflect on their educational decisions, and influence their ongoing faculty development. The results revealed that, under specific conditions, reflective practice is crucial for refining the practice and foreseeing the meaningful uses of digital technology in learning. The results also highlight the importance of colleague-to-colleague collaboration in supporting pedagogical innovation and enhancing instructional planning. This study extends the previous research on teachers’ reflective practice regarding the educational use of digital technology in a new academic environment, highlighting the relevance of integrating reflexivity into higher education faculty development to promote compelling and authentic educational technology adoption.

How mass media frame information about migrants is vital to further their well-being and social inclusion in the host society. However, it can also encourage forms of discrimination and xenophobia. In Chile, migration is a theme of great relevance due to a substantial increase in the flow of migrants over the last ten years, as well as the acts of extreme violence toward this group. Thus, this research analyzes how mass media coverage of migrants influences Chileans’ perception of migrants. Adopting an experimental design, we implemented a large-scale, representative online survey with citizens over 18 years of age (N = 2227) and an experiment with combined access to positive and negative news about migrants in different news outlets. The regression analysis showed differences between citizens regarding the type of daily relationships they are willing to maintain with the migrant population. Furthermore, exposure to news about migration was the primary variable that explains why people consider this phenomenon one of the main problems affecting the country, confirming the agenda-setting theory. The experiment also indicated a causal relationship between the exposure to negative content and negative judgment about this group and their presence in the country.