Aug 2026· Sri Lanka Journal of Social Work· 0 citations· 7 references
TL;DR
It is argued that digital literacy constitutes a foundational social determinant of welfare access in the digital age, and evidence-based recommendations for policy reform, targeted literacy programmes, and inclusive platform design are advanced.
Abstract
The rapid digitization of public service delivery has created new opportunities for social welfare access while simultaneously exposing structural inequities rooted in unequal digital capabilities. This study investigates the extent to which digital literacy predicts the utilization of e-social services among citizens in developing contexts, with particular relevance to Sri Lanka and comparable Global South settings. Employing a quantitative research design with a simulated representative sample of 150 respondents, the study applies descriptive statistics, Pearson correlation analysis, and hierarchical multiple regression modelling. Results reveal a statistically significant positive relationship between digital literacy and e-social service utilization (r = 0.68, p < 0.001), with digital literacy alone explaining 46% of variance in service uptake. Four primary barrier clusters were identified: prohibitive internet costs (71.3%), inadequate digital skills (64.7%), platform usability failures (58.0%), and language exclusion (49.3%). These barriers disproportionately constrain access among older adults, rural residents, and low-income populations. The study argues that digital literacy constitutes a foundational social determinant of welfare access in the digital age, and advances evidence-based recommendations for policy reform, targeted literacy programmes, and inclusive platform design.
This study examines factors influencing digital inequality among key stakeholders within Somalia’s digital ecosystem by developing and evaluating a multidimensional Digital Inequality Index (DII). Somalia, as a fragile state, faces persistent challenges related to digital infrastructure, affordability, and political instability, which may constrain equitable digital participation. A cross-sectional survey of 80 respondents from the telecommunications and academic sectors in Mogadishu was conducted to investigate digital access, usage behaviors, and perceived barriers. To extend the analysis beyond descriptive statistics, a Digital Inequality Index (DII) was developed by integrating digital literacy, affordability, and infrastructure dimensions. Among the surveyed respondents, the DII indicated notable differences across demographic subgroups. Participants aged 35 years and above recorded the lowest average DII score (0.51), while respondents with a Master’s degree or higher achieved the highest score (0.67) compared with those having secondary education (0.48). Regression analysis further indicated that higher educational attainment was positively associated with the use of advanced digital services, particularly e-government platforms (OR = 3.6, 95% CI: 1.4–9.1). These findings suggest that, within this stakeholder group, educational attainment is a key factor associated with meaningful digital participation, whereas age and gender showed comparatively smaller effects. The study also highlights perceived barriers related to affordability, infrastructure, and governance. Although the findings are not intended to represent the broader Somali population, they provide valuable stakeholder-based evidence to inform future research and support policy discussions on digital inclusion in fragile-state contexts.
Osman Mohamed Ishaq, Faruqul Islam, Md Jaber Alam et al.· Discover Education· 0 citations
Digital literacy has become a foundational competence for participation in contemporary educational, social, and economic life. However, debates surrounding children's digital engagement often oscillate between concerns about online vulnerability and assumptions that expanding connectivity automatically promotes digital inclusion. This study examines how digital access, digital literacy, educational engagement, and vulnerability intersect among Basic 8 students in Ghana. The study employed a mixed-methods design involving a cross-sectional survey of 823 students drawn from 24 public schools across three districts in Ghana's Central Region, complemented by a six-week ethnographic study in three selected schools. Composite indices were developed to measure digital access, digital literacy, educational engagement, and vulnerability, all demonstrating acceptable reliability (Cronbach's
α
= 0.76–0.88). Correlation and regression analyses were used to examine relationships among key constructs, while qualitative data provided contextual insights into students’ digital experiences. Findings reveal a paradoxical pattern of digital inclusion. Despite limited ICT infrastructure within schools, students reported substantial engagement with digital technologies through home-based access and mobile devices. Digital access was positively associated with digital literacy (r = .174,
p
< .001) and educational engagement (r = .444,
p
< .001), while vulnerability was negatively associated with digital access (r = −0.692,
p
< .001), digital literacy (r = −.105,
p
< .01), and educational engagement (r = −0.284,
p
< .001). Importantly, an access–competence gap was identified among 21.6% of students, indicating that access exceeded competence. Regression analysis further demonstrated that this gap was the strongest predictor of vulnerability (B = 0.326,
p
< .001), suggesting that exposure to digital environments without corresponding competencies increases susceptibility to online risks. The findings challenge access-centred approaches to digital inclusion by demonstrating that connectivity alone does not guarantee safe, meaningful, or empowering digital participation. The study argues for competence-centred digital inclusion policies that integrate digital literacy, online safety, information verification, and critical media education within basic education systems. By operationalising the concepts of vulnerability and the access–competence gap, the study advances understanding of digital inequality in Ghana and comparable low-resource contexts across sub-Saharan Africa.
H. Ayerakwa, Millicent O. Awuku, Antoinette Tsiboe-Darko· Frontiers in Education· 0 citations
Digital literacy is increasingly recognised as a key driver of women’s economic performance; however, empirical evidence on its influence among women in Self-Help Groups (SHGs) in rural Kenya remains limited. This study examined the influence of digital literacy on the economic performance of women in SHGs in Embu County, Kenya. The study adopted a mixed-methods approach using a convergent parallel research design with a descriptive correlational component. A multistage sampling procedure was used to select 379 women from 1,346 registered SHGs, complemented by five key informant interviews and two focus group discussions. Quantitative data were analysed using descriptive statistics, Spearman correlation, chi-square analysis, and multiple linear regression, while qualitative data were analysed thematically. The findings revealed that 82.4% of respondents reported that inadequate digital skills limited effective use of digital platforms. Although 68.7% could independently operate mobile money applications, only 38.5% were confident using smartphones and internet-based applications. Furthermore, only 38.0% had received any form of digital literacy training, and most training was limited to a single session. Digital literacy was significantly associated with economic performance (ρ = 0.48, p < 0.001). Women with high digital literacy were more than five times as likely to report high economic performance as those with low digital literacy (61.1% versus 11.3%; χ²(4) = 142.6, p < 0.001, Cramér’s V = 0.44). Multiple regression analysis further confirmed that digital literacy significantly predicted economic performance (β = 0.25, t = 4.00, p < 0.001), leading to the rejection of the null hypothesis. The study concludes that digital literacy is a significant predictor of the economic performance of women in SHGs. Strengthening continuous, practical digital literacy programmes, particularly for older women and those with limited digital competencies, can enhance financial inclusion, enterprise development, and overall economic well-being among rural women.
Kalvin Musyoki Malonza, Anne Sande, C. K. Shikuku· East African Journal of Arts...· 0 citations
The rapid expansion of digital technologies has transformed the competencies required for education, employment, and civic participation. Although improvements in digital infrastructure across the Global South have reduced the first-level digital divide in access, disparities in digital skills continue to limit students’ meaningful engagement with digital learning. Despite growing policy attention, empirical evidence on students’ digital competencies in developing countries remains limited. This study examines the digital literacy competencies of secondary school students in Sindh, Pakistan. Using a convergent parallel mixed-methods design, Grade 10 students (n = 430) in Hyderabad were assessed using the DigComp 2.1framework. Quantitative data were collected through a DigCompSATbased questionnaire and complemented by semi-structured interviews with students (n = 47). The findings reveal a moderate level of digital literacy, with stronger competencies in information and data literacy but weaker skills in digital content creation, online collaboration, critical evaluation, safety, and problem-solving. Significant disparities were found across gender, geographic location, socioeconomic status, and access to digital resources, with male, urban, and higher socioeconomic status studentsdemonstrating greater digital competence. Access to personal digital devices and reliable internet connectivity emerged as significant predictors of digital competence. These findings provide evidence of digital skill inequalities and inform policies to promote equitable digital literacy development in secondary education.
Takbir Ali, Nooreen Aziz· Digital Theory, Culture &...· 0 citations
Electronic voting (e-voting) is widely considered around the world as a modern tool that can enhance electoral transparency, improve the speed of vote counting, and increase citizen participation. However, in Sri Lanka the adoption of e-voting has progressed slowly, creating concerns about how social and technological inequalities may influence its implementation. This study explores the ways in which socio-economic disparities and limited digital literacy act as barriers to the effective introduction of e-voting systems in the country. The research specifically examines how factors such as income level, educational background, and regional differences influence citizens’ preparedness to use electronic voting platforms. It also evaluates how people’s trust in digital systems and their level of technological skills affect their willingness to participate in such electoral processes, while suggesting practical measures to encourage broader accessibility. The research follows a mixed method approach. Data were gathered from 100 community members representing different age groups through a structured questionnaire, while additional insights were obtained through interviews conducted with key stakeholders. The findings indicate that individuals from lower income households, rural communities, and regions with limited technological infrastructure encounter major difficulties in accessing digital devices and stable internet services. These limitations reduce their capacity to adopt and confidently use e-voting systems. Furthermore, many respondents raised concerns about the security and reliability of electronic voting, whereas community representatives highlighted the absence of proper training programmes and awareness initiatives as significant challenges. The study concludes that the potential benefits of e-voting cannot be fully achieved in Sri Lanka unless the existing social and digital knowledge gaps are addressed. It recommends expanding affordable and high speed internet connectivity to underdeveloped areas, introducing community level digital literacy programmes with particular attention to elderly and less educated voters, and designing user friendly interfaces in Sinhala and Tamil languages. In addition, continuous public awareness campaigns are necessary to strengthen trust in secure and transparent electronic voting processes. Implementing pilot projects and clearly demonstrating strong safeguards for ballot secrecy and data protection may further improve public confidence and participation, while also helping to reduce government spending on traditional election systems. Ultimately, bridging these technological and social divides is essential for strengthening democratic participation and ensuring equal access to future technology based electoral systems in Sri Lanka.
W. P. L. Ranathunga, V. Weerasinghe· Journal of Social Science· 0 citations
While Nigeria’s internet penetration reached 45 percent in 2023, only 18 percent of secondary school students in Northern Nigeria have used a computer for learning, yet little research has examined how digital inequality shapes educational outcomes in this low-resource, conflict-affected region. This study employed an explanatory sequential mixed methods design with 240 secondary school students from six schools in Kano and Kaduna States, along with interviews with 24 students, six teachers, and four principals, to investigate how three dimensions of digital inequality, namely access, skills, and educational usage, predict academic performance in mathematics and English. Hierarchical linear regression revealed that physical access alone explained only 11 per cent of variance in performance, while adding digital skills and educational usage increased explained variance to 56 per cent. Moderation analyses showed that the effect of digital skills on performance was significantly weaker for female students (β=-0.44, p<0.001) and rural students (β=-0.29, p<0.01) compared to male and urban peers respectively. Qualitative findings explained these patterns through household gender gatekeeping, lack of teacher digital competence, and infrastructure failures including unreliable electricity. The study concludes that device distribution alone is ineffective; improving educational outcomes requires digital literacy training integrated into teacher education, structured educational usage assignments, infrastructure development for rural areas, and gender sensitive programming that addresses household barriers to girls’ digital learning.
A. E. Abioye, Akintolure Stephen Oluwashina, Abdulmajid Kolawole Yusuf· Recent Research in Science a...· 0 citations
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