Digitalization of social infrastructure in left-behind-places: empirical example of schools in Thuringia, Germany
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...
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| Main Authors: | , |
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| Format: | Article (Journal) |
| Language: | English |
| Published: |
June 2025
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| In: |
Digital geography and society
Year: 2025, Volume: 8, Pages: 1-10 |
| ISSN: | 2666-3783 |
| DOI: | 10.1016/j.diggeo.2025.100118 |
| Online Access: | Verlag, kostenfrei, Volltext: https://doi.org/10.1016/j.diggeo.2025.100118 Verlag, kostenfrei, Volltext: https://www.sciencedirect.com/science/article/pii/S2666378325000078 
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| Author Notes: | Annika Heßmer, Susann Schäfer |
| Summary: | 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. |
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| Item Description: | Gesehen am 05.06.2025 Online veröffentlicht: 31. März 2025 |
| Physical Description: | Online Resource |
| ISSN: | 2666-3783 |
| DOI: | 10.1016/j.diggeo.2025.100118 |