Fostering digital equity: evaluating impact of digital literacy training on internet outcomes in rural marginalised communities in India
Nidhi Bansal, Heena Choudhary
Abstract
Digital literacy (DL) training improves the participants’ digital skills and engagements and achieves desired online benefits and opportunities. However, there remains a gap in understanding whether the acquired skills effectively translate into tangible outcomes. This study explores how digital literacy training programs (DLTPs) serve as solutions to mitigate the impact of the digital divide, particularly among marginalised rural populations. Using the corresponding fields’ model, we explored the internet outcomes achieved post-training, as achieving meaningful outcomes is crucial in the digital age. In-depth interviews of 60 beneficiaries of the PMGDISHA programme, a DLTP run by the Government of India, were conducted, and thematic analysis was performed to identify the internet outcomes based on Helsper’s corresponding fields (2012). The findings demonstrate that training significantly impacts digital engagement and internet outcomes across online fields. However, discrepancies in internet outcomes persist among participants, and these disparities are closely linked to participants’ socio-demographic and economic characteristics. To create a more equitable digital landscape, digital inclusion initiatives must consider these elements and tailor their approaches accordingly. These findings significantly impact policymakers, managers, practitioners, trainers, and researchers in bridging the digital divide and creating a more inclusive digital society.