Following the lockdown caused by the COVID-19 crisis, the forced digitization of teaching at all levels of education has highlighted the social problem of digital inequality at home. The article addresses this issue by looking at the role of both social background, as measured by socio-economic-status (SES), in this inequality, and that of schools. A multidimensional approach to digital inequality is proposed, incorporating the frequency and quality of use of digital media, as well as ICT access. To this end, multiple structural equation models are estimated using data from the last PISA cycle (2018), for a total of 161,443 students from 6261 schools and 21 European countries, to check the influence on each of these three dimensions of both the SES and the integration of ICT in schools. The results confirm that for most European countries: (1) access to ICT at home is influenced to a greater extent by the family's SES than by the integration of ICT at school; (2) both the frequency and quality of use of ICT at home are influenced more by the integration of ICT at school than by the SES of the family, while in some countries the influence of the social aspect is practically irrelevant. Therefore, the integration of ICT in schools emerges as a compensatory measure for the social inequalities of students and may contribute to the reduction of digital inequality.

在由于COVID-19危机导致的封锁之后，各级教育的强制数字化教学突显了家庭数字不平等的社会问题。本文通过研究社会背景（根据社会经济状况（SES）衡量），学校不平等的作用来解决这个问题。提出了一种解决数字不平等问题的多维方法，其中纳入了数字媒体使用的频率和质量以及ICT接入。为此，使用来自上一个PISA周期（2018）的数据估计了多个结构方程模型，来自6261所学校和21个欧洲国家的161,443名学生总计参加了SES和SES这三个方面的检查信息通信技术在学校中的整合。结果证实，对于大多数欧洲国家：（1）家庭的SES对家庭使用ICT的影响大于在学校对ICT的集成的影响；（2）家庭中使用ICT的频率和质量都比受家庭中SES的影响更大，而在学校中使用ICT的影响更大，而在某些国家中，社会方面的影响实际上是无关紧要的。因此，将ICT整合到学校中已成为对学生社会不平等的一种补偿性措施，并可能有助于减少数字不平等。而在某些国家，社会方面的影响实际上是无关紧要的。因此，将ICT整合到学校中已成为对学生社会不平等的一种补偿性措施，并可能有助于减少数字不平等。而在某些国家，社会方面的影响实际上是无关紧要的。因此，将ICT整合到学校中已成为对学生社会不平等的一种补偿性措施，并可能有助于减少数字不平等。