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Digital Literacy for Underserved Girls as a Pathway to Sustainable Gender Inclusion and National Development in Nigeria
Abstract
Gender disparities in education and economic access persist in peri-urban Nigeria, limiting digital literacy among adolescent girls and slowing overall national development. This study examined how digital literacy initiatives can serve as a pathway to promoting gender inclusion and driving national progress. Using a qualitative research approach, in-depth interviews and key informant interviews were conducted with purposively and snowball-sampled participants comprising 18 underserved girls (aged 9–18) and five community leaders from Kpegyi, Kobi, and Danwaki communities in Abuja, Nigeria. Findings reveal that girls from underserved communities in Nigeria face barriers such as limited educational opportunities, inadequate access to technology, and restrictive cultural norms. However, digital literacy provides significant educational opportunities, economic empowerment, and social inclusion. This study argues that investing in digital literacy programs for underserved girls is crucial for bridging the gender divide and fostering sustainable national development. It recommends addressing systemic barriers through investments in infrastructure, education, and community sensitization to create an enabling environment for inclusive growth.
PCF11 Sub-Theme: Gender, Technology and Innovation in Open Education
Paper ID: 0448
Subject
Country
Nigeria
Region
Africa
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Adobe PDF, 288.03 KB
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Date
2025-09
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Corporate Author
Editor
Publisher
Commonwealth of Learning (COL)