Digital Inclusion & Innovation

Introduction

Sheffield is a vibrant and diverse city, but in the digital age, not everyone is equally connected. As more essential services move online, from education and healthcare to employment and social support, access to technology is no longer a luxury, but a basic necessity for daily life.

Yet many residents, particularly in low-income or marginalised communities, are being left behind. Digital poverty in South Yorkshire is shaped by more than just a lack of Wi-Fi or devices. It also includes [1]:

Limited digital skills or confidence
Low trust in online platforms
Financial barriers to affording internet or tech
Social isolation or language and literacy challenges

These issues often reflect and deepen wider inequalities, including those related to income, education, race, disability, and age. Without reliable access to the digital world, people miss out on job opportunities, healthcare, learning, and community connections, worsening the cycle of exclusion.

31: Connectivity and Infrastructure Gaps

Access to fast, reliable internet is essential for everything from schoolwork and job applications to booking medical appointments and staying in touch with friends and family. But in Sheffield, digital infrastructure is uneven, and some communities are being left behind.

Mapping of digital deprivation shows that areas with the highest levels of unemployment and economic hardship often also have the poorest internet access [2]. In parts of the city, broadband is slow, unreliable, or unaffordable, making it hard for residents to engage with the digital services others take for granted.

Student challenge: How might we extend reliable, high-speed internet access to Sheffield’s most digitally excluded neighbourhoods? Could we design low-cost infrastructure solutions, shared access points, or creative delivery models that help close the digital gap?

32: Affordability of Internet and Devices

For many people in Sheffield, getting online is simply too expensive. Broadband contracts, mobile data plans, and the cost of essential devices like laptops or smartphones can put digital access out of reach, especially for those on low or unstable incomes.

This issue is especially acute in areas facing high levels of poverty and unemployment, where households must prioritise essentials like food, heating, and rent. In these communities, people may share a single phone, rely on limited mobile data, or go without internet access entirely.

Student challenge: How can we make internet access and digital devices more affordable, or even free, for low-income communities in Sheffield? Could we design community Wi-Fi hubs, device-sharing schemes, or partnerships that connect people to the tools they need to get online and stay connected?

33: Building Digital Skills and Confidence

Even when people have access to the internet and devices, many still feel left behind. In Sheffield, a large number of residents only have basic digital skills, like sending messages or browsing the web, but struggle with more essential tasks such as applying for jobs, booking GP appointments, or managing money online.

Low confidence, fear of making mistakes, and lack of support often prevent people from learning more. Simple, friendly training programs or peer support schemes can go a long way in building skills, trust, and confidence.

Student challenge: How might we design engaging and supportive ways to help beginners build digital skills and confidence? Could we create community-based training, “digital buddy” schemes, or accessible learning tools that make going online feel safe, useful, and empowering?

34: Reaching the Digitally Disengaged

Not everyone is excited about going online. In some communities, technology is viewed with suspicion or simply seen as irrelevant. Concerns about privacy, scams, data security, or a belief that “the internet isn’t for people like me” can lead to digital disengagement, even when access and skills support are available.

This means that some of the people who could benefit the most from digital tools are also the least likely to use them. Building trust and motivation is just as important as teaching skills or providing devices.

Student challenge: What strategies could help build trust and show the real-life benefits of digital tools to people who are disengaged or sceptical? Could we design outreach programmes, peer-led activities, or storytelling approaches that make digital technology feel more relevant, safe, and valuable to everyday life?

35: Inclusive Design for Diverse Communities

Digital services can open doors to opportunity, connection, and support — but only if they are designed for everyone. Many digital platforms and tools still exclude key groups, including disabled users, non-native English speakers, and people with low literacy or limited digital experience.

In a city as diverse and dynamic as Sheffield, inclusive design is essential. From supporting economic resilience and social integration to encouraging civic participation, accessible digital tools can help build a fairer, more connected city. These efforts also align with Sheffield’s broader goals around equality, sustainability, and community resilience [3].

Student challenge: How might we design digital tools and services that are truly inclusive, welcoming, accessible, and culturally relevant to all of Sheffield’s communities? Could we create multi-language platforms, easy-read interfaces, or co-designed solutions that reflect the real needs and voices of underrepresented users?

36: Smart Technology's Role in Helping Residents Reduce Household Emissions

Reducing household carbon emissions is a key part of Sheffield's climate strategy, but many residents lack the tools or information to track and manage their energy use. Older housing, digital exclusion, and low awareness of carbon footprints make it difficult for people to engage with climate action at home.

While smart meters and apps exist, they are often underused or inaccessible to renters, low-income households, or those without internet access. Sheffield's diverse communities — including students, families, and older adults — have different needs and behaviours, requiring tailored solutions.

Student challenge: What role can smart technologies play in helping Sheffield residents monitor and reduce their household carbon footprints? How could smart technologies — such as low-cost sensors, gamified apps, or community dashboards — help residents monitor energy use, reduce waste, and make informed choices? Solutions should be inclusive, easy to use, and designed with the realities of Sheffield's housing and digital landscape in mind.

References

University of Sheffield. (2024). Understanding Digital Poverty in South Yorkshire: Policy Brief. Retrieved from https://www.flipsnack.com/uos/digital-poverty-policy-brief.html
Office for Data Analytics South Yorkshire. (2023). Digital Poverty Data Mapping – South Yorkshire. South Yorkshire Mayoral Combined Authority. Retrieved from https://www.sheffield.ac.uk/office-for-data-analytics/digital-poverty
Sheffield City Council. (2024). Sheffield City Goals 2024–2028. Retrieved from https://www.sheffield.gov.uk