Analyse comparative des politiques publiques d’inclusion numérique en Europe et en Amérique du Nord

Thesis Abstract

The study investigates why and how digital inclusion policies diverge between Europe and North America, addressing persistent disparities in broadband access, device affordability, digital literacy, and uptake of e-government services despite high overall ICT maturity. The problem centers on how regional policy architectures, governance arrangements, and socio-economic contexts shape inclusion outcomes, potentially reinforcing existing inequalities across age, income, and rural/urban divides. The aim is to compare public policy designs, implementation pathways, and measurable inclusion indicators to identify best practices and transferability constraints across the two regions. Specific objectives include (1) mapping policy instruments, targets, and financing mechanisms in the EU and North America; (2) assessing the impact of these policies on digital access, affordability, literacy, and usage of online public services; (3) examining institutional governance, stakeholder participation, and cross-border learning mechanisms; (4) testing the association between policy intensity and inclusion outcomes, controlling for demographic and regional factors; and (5) developing a framework for policy learning and adaptation. The methodological approach combines a cross-sectional, mixed-methods design. The study samples 28 European Union member states and three major North American jurisdictions (United States, Canada, and Mexico for comparative breadth), with a total population of policy documents, national survey data, and administrative indicators. A purposive stratified sampling framework identifies regions within each jurisdiction representing urban, peri-urban, and rural areas, yielding 84 regional cases. Data collection employs (a) a comprehensive policy dataset compiled from legislative records, funding programs, and official strategy documents (n ? 240 documents); (b) nationally representative survey datasets on digital access and literacy (e.g., Eurostat, U.S. American Community Survey, and Statistics Canada equivalents) and user experience with e-government services (sample sizes EU 40,000 respondents; US 18,000; Canada 6,000; Mexico 6,000); and (c) semi-structured interviews with policymakers, regulators, and key stakeholder organizations (n ? 60). Instruments include a policy coding schema to quantify inclusivity intensity, and standardized survey instruments adapted to each region. Validity and reliability are ensured through instrument pre-testing, back-translation for survey items, inter-coder reliability checks for policy coding (Cohen’s kappa above 0.80), and triangulation across data sources. Analytical techniques combine quantitative and qualitative methods. Descriptive statistics summarize policy reach, funding levels, and inclusion indicators; multilevel regression analyses test the relationship between policy intensity (funding per capita, number of targeted measures, and governance complexity) and inclusion outcomes, controlling for GDP per capita, urbanization rate, and education levels. ANOVA and post-hoc tests examine regional differences in key outcomes. Thematic analysis of interview transcripts identifies governance practices, implementation challenges, and stakeholder perceptions, with a framework approach linking findings to the theoretical lenses. The theoretical underpinning integrates the Diffusion of Innovations and Institutional Theory to explain policy transfer, coupled with the Capability Approach to interpret inclusion outcomes and individual access barriers. A conceptual model synthesizes the relationship between policy design features, governance processes, and measurable inclusion results. Key expected findings include (i) notable differences in policy mix and financing structures between Europe and North America, with EU programs tending toward integrated digital ecosystems and universal service obligations, while North American approaches emphasize targeted subsidies and market-led expansion; (ii) a positive association between policy intensity and digital inclusion indicators, moderated by governance fragmentation and regional autonomy; (iii) variance in digital literacy impacts driven by education systems and lifelong learning provisions; and (iv) emergence of cross-regional learning mechanisms in the EU that are less prevalent in North America. The study contributes to knowledge by (a) providing a comparative, evidence-based assessment of digital inclusion policy effectiveness across two major ICT regions; (b) documenting how governance arrangements and funding modalities influence inclusion outcomes; and (c) offering a transferable framework for policymakers to design context-sensitive, scalable digital inclusion strategies. Recommendations include aligning funding incentives with measured inclusion targets, fostering regional learning networks, investing in literacy and user-centric service design, and strengthening data infrastructures for ongoing monitoring of inclusion metrics. The conclusion highlights policy convergence opportunities and cautions against one-size-fits-all transfers, advocating for nuanced adaptations informed by regional social and economic contexts.