Digitalization of social infrastructure in left-behind-places

• Verfasst von: Heßmer, Annika [VerfasserIn]
• Verfasst von: Schäfer, Susann [VerfasserIn]
• Titel: Digitalization of social infrastructure in left-behind-places
• Titelzusatz: empirical example of schools in Thuringia, Germany
• Verf.angabe: Annika Heßmer, Susann Schäfer
• E-Jahr: 2025
• Jahr: June 2025
• Umfang: 10 S.
• Fussnoten: Gesehen am 05.06.2025 ; Online veröffentlicht: 31. März 2025
• Titel Quelle: Enthalten in: Digital geography and society
• Ort Quelle: [Amsterdam] : Elsevier ScienceDirect, 2020
• Jahr Quelle: 2025
• Band/Heft Quelle: 8(2025) vom: Juni, Artikel-ID 100118, Seite 1-10
• ISSN Quelle: 2666-3783
• DOI: doi:10.1016/j.diggeo.2025.100118
• Datenträger: Online-Ressource
• Sprache: eng
• Sach-SW: Digitalization
• Sach-SW: Discontent
• Sach-SW: Economic geography
• Sach-SW: Left behind places
• Sach-SW: Regional inequalities
• Sach-SW: Schools
• Sach-SW: Social infrastructure
• K10plus-PPN: 1927587301

Abstract

The study of “Left-Behind-Places” (LBPs) in literature has revitalized geographical inequalities across disciplines. In this context, social infrastructure is gaining prominence, with schools being a key component. Schools not only foster education, employment, and community values but also support economic sustainability. Developments in today's society underscore the need of digitalized schools, ensuring schools remain attractive to qualified personnel and highlight their role in developing future potentials. Our case study in Thuringia, Germany, examines digitalization, location factors, and personnel qualifications at public schools using a standardized questionnaire, providing insights into regional disparities and their impact on LBPs.