The article discusses the digital divide as a multidimensional phenomenon that encompasses (1) physical access to digital technologies, (2) the competencies required to use them, and (3) the results or effects of their use. In this context, the rise of generative artificial intelligence (Gen-AI) represents a new era of digital transformation that can either reduce or deepen existing socio-digital inequalities. Empirical studies suggest that Gen-AI has the potential to improve the situation of its users, with the effects being most pronounced among otherwise disadvantaged groups. At the same time, studies point to practices that (may) reinforce existing inequalities or give rise to new forms of inequality. Among the key challenges of the first level of the digital divide are the lack of adaptation of tools to the needs of disadvantaged groups, unequal access to more advanced versions with extended functions, and a lack of motivation to use Gen-AI. The second level of the divide is exacerbated by a lack of artificial intelligence literacy, with low levels of competence possibly resulting from a lack of appropriate training and insufficient systematic support in the use of Gen-AI tools. Limited access to appropriate tools and inappropriate use can reduce the potential benefits of Gen-AI and negatively affect the outcomes of disadvantaged groups, while also contributing to the emergence of new forms of inequality among previously privileged users. At the third level of the digital divide, the paper highlights the need to move beyond a narrow understanding of the effects of Gen-AI use as a matter of instrumental efficiency alone, emphasizing that these effects should also be assessed in terms of their potential to enhance inquiry-based learning.
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