A study on digital literacy of rural women based on their educational qualification

Abstract

Digital literacy is a crucial aspect of contemporary life, enabling individuals to access information, participate in socio-economic activities, and adapt to the rapidly evolving technological landscape. However, the digital divide remains a persistent challenge, particularly among rural women, whose access and proficiency are often shaped by factors such as educational qualification. This study examines the digital literacy levels of rural women in relation to their educational backgrounds. By employing a mixed-methods approach that includes surveys and interviews, the research aims to explore how varying levels of formal education influence digital competencies, usage patterns, and barriers to digital inclusion. The findings highlight significant disparities in digital skills, access to technology, and confidence in using digital tools among women with differing educational attainments. The study emphasizes the need for tailored interventions, including digital skill training and access enhancement programs, to bridge the digital literacy gap and empower rural women to fully engage with digital resources. These insights contribute to the broader discourse on gender equity and rural development in the future world.