Digital Culture and Inequality: Sociological Perspectiveson Multimodal University Education

Abstract

This study analyzes how university students acquire digital habits and skills in multimodal education, considering both internal and external factors. Based on Pierre Bourdieu’s theory, concepts such as habitus, capital, and field are explored to explain individual dispositions and
structural inequalities in digital culture. Through a qualitative questionnaire, barriers such as economic limitations, unequal access to technological resources, and lack of institutional support were identified. The research concludes that the acquisition of digital skills depends on the interaction between personal and structural factors, and proposes strategies to reduce the digital divide, improve infrastructure, and promote inclusive policies in higher education.