Despite efforts to improve digital access in schools, a persistent digital divide is identified worldwide. Drawing on data from the 2018 Organisation for Economic Co-operation and Development (OECD) Programme for International Student Assessment (PISA) for 15-year-olds, I examine how students’ digital use for educational purposes (at school and at home) and their perceived digital competence differ between schools by socioeconomic status (SES) and vary across 47 countries. Using multilevel modeling, I find that the second-level digital divide between schools exists even among more developed societies. Students attending high-SES schools are more likely to use computers for schoolwork within and outside of schools, and have more digital competence than those attending low-SES schools. These differences remain substantial and statistically significant even when controlling for school-level resources. Moreover, the between-school digital divide in students’ digital competence is negatively associated with economic development and educational expenditures, and positively associated with income inequality. In conclusion, I discuss implications of the findings and highlight the importance of examining how schools with varying socioeconomic profiles provide different e-learning experiences for individual students, explained by the different institutional settings and cultural features of schools.

尽管努力改善学校的数字访问，但世界范围内仍存在持续的数字鸿沟。根据 2018 年经济合作与发展组织 (OECD) 15 岁国际学生评估计划 (PISA) 的数据，我研究了学生如何将数字用于教育目的（在学校和家庭）和他们感知的数字能力因社会经济地位 (SES) 不同而因学校而异，并且在 47 个国家/地区有所不同。使用多层次建模，我发现即使在更发达的社会中，学校之间的二级数字鸿沟也存在。就读于高社会经济地位学校的学生更有可能在校内和校外使用计算机进行作业，并且比就读低社会经济地位学校的学生拥有更多的数字能力。即使在控制学校层面的资源时，这些差异仍然很大且具有统计学意义。此外，学生数字能力的校际数字鸿沟与经济发展和教育支出呈负相关，与收入不平等呈正相关。最后，我讨论了研究结果的含义，并强调了检查具有不同社会经济特征的学校如何为个别学生提供不同电子学习体验的重要性，这可以通过不同的机构设置和学校的文化特征来解释。并与收入不平等呈正相关。最后，我讨论了研究结果的含义，并强调了检查具有不同社会经济特征的学校如何为个别学生提供不同电子学习体验的重要性，这可以通过不同的机构设置和学校的文化特征来解释。并与收入不平等呈正相关。最后，我讨论了研究结果的含义，并强调了检查具有不同社会经济特征的学校如何为个别学生提供不同电子学习体验的重要性，这可以通过不同的机构设置和学校的文化特征来解释。