This article analyzes the concept of autonomy shaped by digital technologies in relation to social disparities, technical biographies, and implicit skills

Аннотация

This article analyzes the concept of autonomy shaped by digital technologies in relation to social disparities, technical biographies, and implicit skills. It provides empirical examples demonstrating that digital teaching practices – particularly those involving innovative approaches – are not equally effective for all social groups. Keywords: Autonomy, digital inequality, technical biography, digital entrepreneurship, social determinants, innovative pedagogy, digital skills. The notion of autonomy appears frequently throughout the analyses presented in this collection. However, this interpretation differs significantly from the one found in the sociology of professions or within the realm of artistic and cultural production [1]. Those perspectives often emphasize the construction of social spheres or communities governed by their own internal logic. In contrast, the concept of autonomy discussed in these articles diverges from philosophical or political viewpoints that regard it as an ideal educational objective, or from pedagogical positions that see it as a central instructional goal. Rather, in this context, autonomy is approached more as a skill to be cultivated or an individual capacity to be strengthened. Such a form of autonomy often emerges in the absence of external guidance, supervision, or control – conditions typically associated with a learner's novice status. Limiting this external guidance encourages independent engagement with both the activity itself and the learning processes surrounding it. Accordingly, the conceptualization of autonomy featured in these contributions aligns more closely with constructivist educational theories, where learning is grounded in active participation, learner engagement, and personal responsibility [2]. Sociological research has already demonstrated that autonomy within educational settings is deeply influenced by underlying social inequalities [3]. However, efforts to foster such autonomy are primarily carried out through pedagogical innovations, particularly those involving the integration of digital technologies. 114 ACADEMIC RESEARCH IN MODERN SCIENCE International scientific-online conference Social Profiles and Technological Biographies. The articles included in this thematic volume offer valuable insights into how certain populations either possess or are deprived of “autonomy” in their engagement with digital technologies, and how such conditions are often presented as natural or self- evident. In digital learning contexts, not only do pre-existing social determinants resurface, but these studies also illustrate how mediation through digital tools can actually intensify the influence of these determinants by reinforcing the relationship between technical practices and socially constructed imaginaries. Individuals’ capacity to interact with digital technologies – as well as the types of usage and competencies made available to them – are closely tied to broader factors such as age (youth or old age), gender, and socio-cultural background. Access and adaptability are rarely neutral, as they often reflect existing structural advantages or limitations. Moreover, the articles also shed light on the political dimensions of digital teaching systems. These systems may either reproduce or challenge prevailing social imaginaries, thereby impacting users differently depending on their social positioning – sometimes reinforcing the status quo, sometimes offering opportunities for transformation. Social Stratification of Digital Practices. Early research has already highlighted how inequities in access to, usage of, and autonomy over digital technologies are shaped by broader patterns of social stratification [4]. However, there remains a lack of in-depth empirical studies exploring how digital skills, autonomy, and competencies actually develop, how these processes intersect with individuals’ socio-professional profiles and technical biographies, and how they are influenced – or constrained – by age- and gender-based social expectations and stereotypes. The first two articles in this collection offer original and complementary perspectives on these issues. They analyze the dynamics of digital autonomy and skill acquisition by examining two contrasting social groups: one where individuals are characterized by limited digital competence and autonomy, and another where these attributes are considered relatively strong. Through this comparison, the studies shed light on the mechanisms through which digital inequalities are both reproduced and potentially challenged. Gabrielle Lavenir’s Study. Gabrielle Lavenir analyzes findings from a qualitative investigation based on interviews and observations conducted with individuals over the age of sixty. Drawing on rich and original fieldwork, her research uncovers the key factors influencing how older adults engage with 115 ACADEMIC RESEARCH IN MODERN SCIENCE International scientific-online conference digital technologies,