1、A What Works to Advance Womens Digital Literacy?A Review of Good Practices and ProgramsPublic Disclosure AuthorizedPublic Disclosure AuthorizedPublic Disclosure AuthorizedPublic Disclosure AuthorizedBWhat Works to Advance Womens Digital Literacy?A Review of Good Practices and ProgramsiTable of Conte

2、ntsAcknowledgments viAbout G2Px viiAbbreviations viii Executive Summary x1.Introduction 11.1Methodology 3Literature Review and Data Analysis 3Program Analysis:Designing Digital Literacy Programs 4Scope and Limitations 52.Key Concepts and Definitions 62.1Digital Literacy 6Relevant Digital Skills Fram

3、eworks 8European Commissions Digital Competence Framework for Citizens 8UNESCOs Digital Literacy Framework 92.2Digital Financial Literacy 92.3Digital Financial Capability 102.4The Landscape of Definitions 103.The State of Womens Digital Literacy 133.1Where do we stand globally ondigital literacy?134

4、.Key Barriers to Womens Digital Literacy 164.1Insufficient Digital Connectivity 164.2Affordability Constraints 174.3Low Levels of Education 194.4Restrictive Gender and Social Norms 224.5Limited Digital Awareness and Low Levels of DigitalConfidence 234.6Lack of Appropriate Design and Relevant Content

5、 234.7Concerns Around Online Safety and Security 24iiWhat Works to Advance Womens Digital Literacy?A Review of Good Practices and Programs5.What Works to Address These Barriers?295.1Expand Inclusive Digital Connectivity 29Increase Access to Public Internet Access Points(PIAPs)29Enable Access to End-

6、User Equipment and Devices 30Improve Affordability through Demand-and Supply-side Measures 315.2Implement Gender-Smart Digital Skills Training Programs 33Provide Information and Develop Content Relevant to WomensLives 33Engage Gatekeepers 35Combat Restrictive Gender Stereotypes and Social Norms 37Fa

7、cilitate Access to Role Models and Mentors 38Provide Transportation,Childcare,Meals,and Flexible Schedules 39Prioritize Mobile Literacy 40Improve Online Safety and Security 406.Designing Womens Digital Literacy Programs 426.1Delivery Channels 43Global Evidence on Delivery Channels 43Good Practices&P

8、romising Approaches for Delivery Channels 44Print Media 44Broadcast 44Digital Channels 456.2Instructional Approaches 54Global Evidence on Instructional Approaches 55Good Practices&Promising Approaches for Instructional Approaches 55Classroom-Based 55Group-Based 56Peer-Based 59Training-of-Trainers 60

9、6.3Learning Models 62Global Evidence on Learning Models 62Good Practices&Promising Approaches for Learning Models 63Learning-by-Doing 63Bite-Sized Learning 64Edutainment and Gamification 64Personalized Content 66Nudges and Behavioral Design 676.4Wraparound Features 68Global Evidence on Wraparound Fe

10、atures 68Good Practices&Promising Approaches for Wraparound Features 69Mentorship and Role Models 69iiiTable of ContentsCommunity-Based Interventions 72Engaging Gatekeepers 73Providing Transportation,Childcare,Meals,and Flexible Schedules 746.5Sector-Specific Use Cases 75Good Practices and Promising

11、 Approaches for Sector-Specific Use Cases Advancing Womens Digital Financial Capability 76Entrepreneurship and Business Skills Development Programs 76Social Assistance Programs 796.6Gender-Inclusive Digital Financial Services 83Global Evidence on Gender-Inclusive Digital Financial Services 84Good Pr

12、actices&Promising Approaches for Gender-Inclusive Digital Financial Services 84Women-Centered Products and Services 84Women Agents 867.Conclusion 917.1Summary of Evidence 91Delivery Channels 91Instructional Approaches 92Learning Models 92Wraparound Features 927.2Driving Progress Through Research 93A

13、ppendix A:Global Mapping of Programs 95Appendix B:Multidimensional Framework for Digital Literacy 108Appendix C:Evidence Summary Table 110Appendix D:Digital Literacy Toolkits 115References 116ivWhat Works to Advance Womens Digital Literacy?A Review of Good Practices and ProgramsBOXESBox 1 Feature vs

14、.Smartphone Usage 18Box 2 Maisha Ni Digital Campaign 31Box 3 Arifu Digital Learning and Training Content 34Box 4 Social Norms Intervention in the Democratic Republic of Congo 37Box 5 Vodafones India Sakhi Sakhi Mobile-Based Safety Service 41Box 6 Digital Literacy:Intels She Will Connect,Kenya,Nigeri

15、a,South Africa 46Box 7 Digital Financial Capability:Arab Womens Enterprise Fund and Tasaheel Microfinance Company,Egypt 47Box 8 Digital Financial Capability:Hey Sister!USAID and Strategic Impact Advisors,Africa Region 48Box 9 Digital Literacy:UN Refugee Agency,Global 50Box 10 Digital Financial Capab

16、ility:Government of Zambia,UNCDF and Viamo 50Box 11 Digital Literacy:Vodafone Egypt Foundations Knowledge is Power Initiative 52Box 12 Digital Literacy:Rural Distribution Network by the Self-Employed WomensAssociation,India 53Box 13 Digital Financial Capability:WomenLink II,India and the Philippines

17、 54Box 14 Digital Financial Capability:National Peace Hut Women of Liberia,UN Womenand Orange Foundation 55Box 15 Digital Literacy:Basic Digital Literacy for Rural Clusters in Northern Nigeria 57Box 16 Digital Literacy:Digital Life Program,Kenya 57Box 17 Digital Financial Capability:BRAC Skakti,Bang

18、ladesh 58Box 18 Digital Financial Capability:Herfinance Digital Wages,Bangladesh 60Box 19 Digital Literacy:Gina Mata,Gina Al-Umma,Nigeria 61Box 20 Digital Financial Capability:Hope Town Hero App,Philippines 65Box 21 Digital Literacy:Digital Opportunity Trust and EQUALS,Rwanda 70Box 22 Digital Financ

19、ial Capability:Cashpor and Eko Program,India 72Box 23 Digital Financial Capability:ONOW Myanmar 76Box 24 Digital Financial Capability:We Initiative,BLC Bank Lebanon 78Box 25 Digital Financial Capability:BOMA Pilot,Kenya 79Box 26 Digital Financial Capability:The Capacity Building for Entrepreneurs Pr

20、ogram,Sierra Leone 81Box 27 Digital Financial Capability:The Safety Net for Human Capital Project(Baxnaano),Somalia 82Box 28 Digital Financial Capability:The Digi#ances Project,Jordan 83Box 29 Digital Financial Capability:Digital Literacy Training Program,AWEF andTasaheel Microfinance Company,Egypt

21、85Box 30 Digital Financial Capability:Sakhi,Vodafone Idea,India 86Box 31 Digital Financial Capability:Female Agent Program,AWEF and Dinarak Jordan 87Box 32 Digital Financial Capability:The Community Agent Network(CAN),the Philippines 88Box 33 Digital Financial Capability:Business Women Connect,Mozam

22、bique 90vTable of ContentsFIGURESFigure 1:Youth and adults who can copy or move a file or folder,by sex(percentage)14Figure 2:Proportion of youth and adults who can send emails with attached files,bysex(percentage)14Figure 3:Proportion of youth and adults who can connect and install devices,bysex(pe

23、rcentage)15TABLESTable 1:Program Design Framework xiiiTable 2:DigComp 2.2 Conceptual Model 8Table 3:UNESCO Supplementary Competence Areas to DigiComp 9Table 4:The Landscape of Definitions 11Table 5:Common Definitions for Online Violence 24Table 6:Behaviors Commonly Associated with Online Violence 25

24、Table 7:Program Design Framework 43Table 8:Digital Literacy Programs:AFR Region 95Table 9:Digital Literacy Programs:MENA Region 97Table 10:Digital Literacy Programs:SAR Region 97Table 11:Digital Literacy Programs:EAP Region 98Table 12:Digital Literacy Programs:ECA Region 99Table 13:Digital Literacy

25、Programs:Worldwide 100Table 14:Digital Financial Literacy Programs:AFR Region 101Table 15:Digital Financial Literacy Programs:MENA Region 102Table 16:Digital Financial Literacy Programs:LAC Region 104Table 17:Digital Financial Literacy Programs:SAR Region 104Table 18:Digital Financial Literacy Progr

26、ams:EAP Region 105Table 19:Digital Financial Literacy Programs:ECA Region 106Table 20:A Multidimensional Framework for Digital Financial Literacy 108Table 21:Evidence Summary Table 110Table 22:Resources:List of Toolkits for Program Designers 115viWhat Works to Advance Womens Digital Literacy?A Revie

27、w of Good Practices and ProgramsAcknowledgments The What Works to Advance Womens Digital Literacy report is an output of the G2Px Initiative of the World Bank Group.It was authored by Rim Melake,Danielle Robinson,Sarah Danman,Harmonie Kobanghe Langazo and Alicia Hammond under the leadership of Peter

28、 Kusek.Our appreciation also goes to Inmaculada Macias Alonso,who provided technical and editorial contributions to the report.We would also like to extend our gratitude to the following World Bank colleagues and peer reviewers for their thoughtful feedback and technical advice:Buddy Buruku,Aditi Ka

29、dam,Siddhartha Raja,Clara Stinshoff,Georgina Marin,and Minita Varghese.WWW.viiAbout G2PxAbout G2Px As we move into an increasingly digitalized world,governments across the globe are leveraging new technologies to deliver services better,faster,and more transparently.As of 2021,over a quarter of adul

30、ts are receiving payments from their governmentswhether through public sector wages,pensions,sectoral subsidies,or social protection programsan increase of 400 million from just four years earlier(Demirg-Kunt et al.2022).The increasing scale of these government-to-person(G2P)payments offers a huge o

31、pportunity to improve financial inclusion,advance womens economic empowerment,and kickstart the digital service ecosystem.Through the G2Px Initiative(“G2Px”),the World Bank brings together global knowledge and cross-sectoral expertise on the core elements of a modern G2P architecture.A thought leade

32、r and knowledge hub in the field,G2Px has developed a framework outlining the building blocks and design principles needed for a recipient-centric G2P architecture,along with guidance on implementation.G2Px also supports countries across different stages of their G2P modernization journey,from asses

33、sing and developing a roadmap,to implementing the various building blocks needed to achieve efficient,inclusive,and empowering digital G2P payments.G2Px is a collaboration across the World Bank,including global practices and units working on digital development,social protection,agriculture,health,f

34、inancial inclusion,payment systems,social inclusion,governance,gender,data protection,and research,among others.The work of G2Px is made possible through the contributions and partnership with the Bill&Melinda Gates Foundation and Norad.viiiWhat Works to Advance Womens Digital Literacy?A Review of G

35、ood Practices and ProgramsAbbreviations AccronymDefinition2GSecond generation of broadband cellular network technology,preceding 3G3GThird generation of broadband cellular network technology,succeeding 2G and preceding 4G4GFourth generation of broadband cellular network technology,succeeding 3G and

36、preceding 5GA4AIAlliance for Affordable InternetAFRAfrica RegionAppApplication,a software program downloaded by a user to a mobile deviceAWEFArab Womens Enterprise FundCARECooperative for Assistance and Relief EverywhereDFSDigital Financial ServicesDigCompThe Digital Competence Framework for Citizen

37、sEAPEast Asia Pacific RegionECAEurope and Central Asia RegionG2PGovernment-to-person(payment)G2PxA World Bank initiative improving government-to-person paymentsGDPGross Domestic ProductGSMAGlobal System for Mobile Communications AssociationICT(s)Information and Communication Technolog(y/ies)IFCInter

38、national Finance CorporationITUInternational Telecommunication UnionIVRInteractive Voice ResponseLACLatin America and the Caribbean RegionLMICsLow-and Middle-Income CountriesMbpsMegabytes per secondMENAMiddle East and North Africa RegionMISTTMobile Internet Skills Training ToolkitixAbbreviations Acc

39、ronymDefinitionMSMEMicro,Small,and Medium EnterprisesNGONongovernmental OrganizationOECDOrganisation for Economic Co-operation and DevelopmentP2PPerson-to-person(payment)PIAP(s)Public Internet Access Point(s)PoP AppPackage of Practice App,an application designed to develop users digital financial se

40、rvices skillsRUDIRural Distribution Network,program in IndiaSARSouth Asia RegionSDG(s)Sustainable Development Goal(s)SEWASelf-Employed Womens Association of IndiaSIMSubscriber Identity ModuleSMSShort Messaging ServiceSTEMFour closely connected areas of study:Science,Technology,Engineering,and Mathem

41、aticsUNUnited NationsUNCDFUnited Nations Capital Development FundUNDPUnited Nations Development ProgramUNESCOUnited Nations Educational,Scientific and Cultural OrganizationUSAIDUnited States Agency for International DevelopmentxWhat Works to Advance Womens Digital Literacy?A Review of Good Practices

42、 and Programs Executive SummaryWomen face many barriers to accessing and using the Internet.As a result,despite the rapid global spread of mobile Internet,women all over the world are less likely to participate in the digital economy than men.In fact,women are 15percent less likely than men to use m

43、obile Internet,leaving 265 million fewer women connected.This digital gender gap is even more pronounced in low-income countries,where only 30 percent of women use the Internet compared to 41 percent of men(GSMA 2024a).This digital gender gap shuts women out of the economic opportunities offered by

44、the Internet.It is estimated that closing the gender gap in mobile Internet adoption across low-and middle-income countries(LMICs)could lead to over US$1.3 trillion in total additional gross domestic product(GDP)over the period of 2023-2030(GSMA 2024b).The What Works to Advance Womens Digital Litera

45、cy report provides insights into the key barriers and promising approaches related to womens digital literacy and digital financial capability.It explores the challenges hindering womens adoption of digital literacy,ranging from insufficient broadband connectivity and affordability issues to restric

46、tive social and gender norms.The paper provides practical guide to operational teams,programs designers and policy makers for developing basic digital literacy programs tailored for women in low-and middle-income countries.By showcasing emerging strategies and initiatives,it presents actionable solu

47、tions for advancing womens digital literacy.KEY BARRIERS TO WOMENS DIGITAL LITERACYThis paper identifies seven fundamental barriers that hinder womens digital literacy.These fundamental barriers are:insufficient digital connectivity;affordability constraints;low levels of education;restrictive gende

48、r and social norms;limited awareness and low levels of digital confidence;lack of appropriate design and relevant content;and concerns around online safety and security.Insufficient digital connectivity and affordability constraints are substantial obstacles to womens digital inclusion.Many areas,pa

49、rticularly conflict-affected or rural regions,remain unconnected despite rapid expansion in some places.This barrier constitutes two key elements:access to end user equipment(computers,tablets,smartphones,etc.),and supporting connectivity infrastructure(electricity services,broadband,mobile network

50、coverage).Affordability constraints further exacerbate this disparity,especially for those living in rural areas or xi Executive Summarylow-incomehouseholds.For the poorest 20 percent of the population,it is estimated that handset costs make up to 51 percent of their monthly income(GSMA 2024b).Globa

51、lly,women have fewer economic opportunities and often engage in low-productivity work,which limits their ability to purchase and use sophisticated digital devices.Additional barriers include low levels of education,restrictive gender and social norms,and concerns around online safety and security.Ge

52、nder gaps in education manifest in disparities in adult literacythis educational gap results in women lacking the necessary foundations to acquire digital skills and use digital technologies.Social norms often restrict womens access to technology,influencing their ability to earn income,make financi

53、al decisions and access technology.Limited digital awareness and low levels of digital confidence also hinder womens use of digital devices.Furthermore,lack of appropriate design and relevant content,combined with online safety and security concerns,considerably restrict womens online engagement.WHA

54、T WORKS TO ADDRESS THESE BARRIERS?Strategies to address the seven barriers can be categorized into two main areas:strategies aimed at improving and expanding inclusive digital connectivity,and initiatives focused on implementing gender-smart digital skills training programs.This paper presents exper

55、imental research and case studies of these strategies,offering guidance to policymakers and program designers seeking to reduce these barriers.Expand Inclusive Digital Connectivity Increasing access to public internet points and end-user devices,such as affordable smartphones,can meaningfully enhanc

56、e womens digital connectivity.For instance,creating inclusive Public Internet Access Points(PIAPs)that cater to womens needs,like setting convenient operating hours and having female staff,can help more women feel comfortable using these facilities.End-user devicessuch as desktop computers,laptops,t

57、ablets,mobiles,and smartphonesare key to access the Internet.In LMICs,mobile phones are the primary method by which most people access the Internet,and having a mobile phone or a personal computer at home increases the likelihood of having Internet access(Satari 2021;Mhlanga and Beneke 2021).In Keny

58、a,initiatives like the introduction of the affordable Neon Ray smartphone by Safaricom and Google have proven effective,with women making up 54 percent of purchasers95 percent of users increased their Internet use(GSMA 2021a).Additionally,addressing ICT affordability by lowering mobile data costs an

59、d providing innovative and trusted financing xiiWhat Works to Advance Womens Digital Literacy?A Review of Good Practices and Programsschemes for purchasing devices can further reduce barriers and encourage more women,especially in rural areas,to connect to the Internet.Implement Gender-Smart Digital

60、 Skills Training Programs When designing digital skills training programs for women,it is important to consider their learning preferences and challenges,create relevant content,and address safety concerns.Programs like Mexicos Prospera Digital and Telecentre Foundation have linked technology adopti

61、on to health information and tailored curriculum based on local womens feedback.Engaging men and gatekeepers,as seen in Indias TEQtogether and Project Sampark,can foster community support and reduce cultural barriers.Addressing restrictive gender stereotypes and social norms,as demonstrated by Rwand

62、as Bandebereho program,requires extensive resources and time but can improve health-related behavioral outcomes,though challenges like intimate partner violence persisted.Early support for girls access to digital devices is crucial,and involving policy stakeholders,private companies,and male gatekee

63、pers can enhance program success.Facilitating womens digital literacy also involves providing role models and mentors,accommodating needs such as transportation,childcare,and flexible schedules,and improving online safety and security.Programs like iSocial Kallyani,Internet Saathi,Tech Needs Girls,a

64、nd Gina Mata,Gina Al-Umma highlight the importance of female mentors,while initiatives like Iderio Hub and Banglalink offer flexible learning opportunities.Considering risks related to online violence is also key.Enhancing womens digital literacy and sharing information about safety measures,could h

65、elp mitigate these risks.Furthermore,engaging gatekeepers and policymakers is essential to improve both offline and online safety.Vodafones India Sakhi Sakhi Mobile-Based Safety Service is highlighted as a good practice.DESIGNING DIGITAL LITERACY PROGRAMSThis report presents an overview of good prac

66、tices for designing basic digital literacy and financial capability training programs for women.Based on analysis of over 100 initiatives specifically targeting womens digital literacy and digital financial capabilityincluding programs,case studies,toolkits,and design guidelinesthe proposed framewor

67、k presents design categories that highlight the most promising elements for practitioners and policymakers implementing digital literacy and digital financial capability training programs for women.xiii Executive SummaryTable 1:Program Design FrameworkDesign Category Program Features DIGITAL LITERAC

68、Y PROGRAMS Delivery Channels:The different channels through which content or learning experiences are delivered to learners.Print Media(books,articles,handouts,flyers,newspapers)Broadcast Channels(television or radio)Digital Channels(web,video,interactive voice response(IVR),multimedia,mobile applic

69、ations(apps),short message service(SMS)Instructional Approaches:The manner by which instructors and learners interact with one another to enhance the learning process.Classroom-based Group-based Peer-based Training-of-Trainers Learning Models:The types of pedagogical methods and strategies that faci

70、litate the actual learning process.Learning-by-Doing Bite-sized Learning Gamification and Edutainment Personalized Content Nudges and Behavioral DesignWraparound Features:The holistic program design features and logistical mechanisms that support and facilitate the learning process.Mentoring Communi

71、ty-Based Interventions Engaging Gatekeepers Providing Transportation,Childcare,and Meals DIGITAL FINANCIAL CAPABILITY PROGRAMSSector-Specific Use Cases Entrepreneurship and Business Skills Development Programs Social Assistance Programs Gender-Inclusive Digital Financial Services Women-Centered Prod

72、uct and Service Design Women AgentsIn addition to reviewing basic digital literacy and financial capability programs and developing the framework presented above,the analysis sought to determine whether the design categories are supported by research,rigorous studies,and credible evidence.Where poss

73、ible,the identified studies and highlighted gaps in the evidence base are provided and areas where further research is needed are emphasized.It is important to note that these findings should not be viewed in isolation.Rather,they should be considered as part of a broader framework of interventions

74、aimed at improving womens access to and utilization of digital technology.By situating these results within a larger context,stakeholders can better understand the multifaceted challenges and opportunities associated xivWhat Works to Advance Womens Digital Literacy?A Review of Good Practices and Pro

75、gramswith promoting womens digital inclusion.Detailed information on the studies identified,including study descriptions and further insights,can be found in Appendix C:Evidence Summary Table.Delivery ChannelsA training delivery channel refers to the medium through which training content or a learni

76、ng experience is delivered to beneficiaries.Training programs that aim to enhance digital literacy and digital financial capability among women should leverage a variety of delivery channels,such as:Print media,including books,articles,handouts,flyers,or newspapers;Broadcast channels,including telev

77、ision or radio;and Digital channels,including websites,videos,interactive voice response(IVR),multimedia,short message service(SMS),and mobile applications.By integrating multiple delivery channels,training programs can accommodate women with varying literacy levels,promoting greater access and effe

78、ctive learning outcomes.Instructional ApproachesInstructional approaches refer to how instructors and learners interact,communicate,and/or engage with one another to enhance the learning process.Digital literacy and digital financial capability training programs targeting women have incorporated sev

79、eral similar but distinct types of instructional approaches models:Classroom-based;Group-based;Peer-based;and Training-of-Trainers.Learning Models Learning models refer to the types of pedagogical methods and strategies that facilitate the actual learning process.This includes specific elements inte

80、grated into the design of a program,service,or product to achieve particular goals or enhance the user experience.For the purposes of this report,these approaches are discussed as intentional components that aim to improve program effectiveness,increase engagement,and maximize impact for learners.Ex

81、amples include gamifying learning content or breaking lessons into smaller,digestible segments for bite-sized learning.Depending on the programs goals,these approaches can be carefully selected and tailored to meet the needs of the learners.xv Executive SummaryWraparound FeaturesIntegrating wraparou

82、nd features that address social and gender norms is essential for designing inclusive programs that support all participants,particularly women.Mentors play a pivotal role in enhancing womens interest,confidence,and aspirations to pursue various fields of study or professional development opportunit

83、ies.They also help strengthen womens social,emotional,and behavioral skills,which are critical for success in training programs.Key strategies to overcome cultural and social barriers that may prevent women from participating in digital literacy programs include providing transportation,childcare,an

84、d meals at training sites.Programs should also be designed to accommodate womens schedules,acknowledging their household,family,and caregiving responsibilities(both paid and unpaid).Moreover,creating women-only classes and employing female trainers can help establish supportive,culturally sensitive

85、learning environments where women feel safe,respected,and empowered.AVAILABLE EVIDENCE SUPPORTING PROGRAM DESIGNThis review highlights critical insights into the evidence base underpinning each design category,highlighting credible evidence and emphasizing research gaps where they exist.Under the fi

86、rst design category,Delivery Channels,one study provided credibleevidence:a large-scale randomized controlled trial in Kenya assessing automated SMS-based business training through the ARIFU platform(Fuchsetal.,2022).The Instructional Approaches category is supported by two pilot evaluations emphasi

87、zing group-based digital training combined with face-to-face facilitator support.This method significantly improved device ownership,confidence,and employment outcomes(Mboob et al.,2022).Similarly,an Indian study demonstrated that peer effectsattending business counseling with a friendenhanced women

88、s entrepreneurship outcomes,particularly for those constrained by restrictive norms(Field et al.,2016).For Learning Models,one field experiment explored experiential learning in financial decision-making,underscoring the importance of practical experience in overcoming biases(Gin and Goldberg,2023).

89、Another study explored the potential of edutainment,through an educational soap opera(Berg and Zia,2013).Three behavioral science studies covering Kenya,Tanzania,Madagascar,Nigeria,and Pakistan showed that interventions such as customized SMS campaigns,behavioral design packages,and nudges xviWhat W

90、orks to Advance Womens Digital Literacy?A Review of Good Practices and Programsincreased productivegoals,savings,debt repayment,and mobile account usage,particularly among women(ideas42,2019).However,more research on alternative learning models in digital literacy and financial capability is needed.

91、The Wraparound Features design category shows promise in related domains.InUganda,female entrepreneurs with male mentors succeeded more often in male-dominated sectors due to role models providing critical support(Campos et al.,2015).Similarly,exposure to non-stereotypical or same-sex role models im

92、proved womens sense of belonging and aspirations in STEM fields(Cheryan etal.,2013;Dasgupta,2011;Stout et al.,2011).Programs targeting gatekeepers also demonstrated impact,such as Rwandas Bandebereho intervention,which challenged gender norms,improved caregiving,and reduced intimate partner violence

93、(Doyle et al.,2018).Wraparound services in Pakistan and Nigeria,including childcare and spousal involvement,enhanced womens entrepreneurial success(World Bank,2019).LOOKING AHEADOverall,the What Works to Advance Womens Digital Literacy report contributes to the nascent research on advancing womens d

94、igital literacy and digital financial capability.By shedding light on current programs and disseminating valuable evidence,this report aims to empower practitioners and policymakers alike.However,it is evident that there remains a critical need for robust evidence to determine the most effective str

95、ategies for improving womens digital literacy,particularly in low-and middle-income countries.We issue a call to action to rigorously evaluate a diverse array of approaches,including Delivery Channels(print,broadcast,or digital),Instructional Approaches(classroom-based;group-based;peer-based;and tra

96、ining-of-trainers);Learning Models(learning-by-doing,bite-sized learning,gamification and edutainment,personalized content,nudges&behavioral design);and Wraparound Features(mentoring,community-based interventions,engaging gatekeepers,providing transportation,childcare,and meals).It is our hope that

97、this classification of design approaches and the highlighted gaps in evidence will galvanize researchers and practitioners.We urge the community to share more publicly released results on the efficacy of digital literacy programs,regardless of their success or failure.Such transparency is vital to r

98、efine program designs and drive impactful progress.Together,with stronger programs and compelling evidence,we can make strides in equipping women with the digital skills they need to thrive and contribute fully to the digital economy.1Introduction1.IntroductionDigital literacy is crucial in our tech

99、-driven world.However,there is a sizeable gap in research and resources for fostering basic digital literacy,especially among women.Many people stilllackaccess todigital tools,mobile Internet,and the skills needed toengage in the digital economy.Notably,women face considerable inequalities in access

100、ing the Internet compared to men.In fact,women are 15 percent less likely to use mobile Internet than men,resulting in 265 million fewer women having access,according to GSMA(2024a).This digital gender gap is most pronounced in low-income countries,where only 30 percent of women use the Internet,com

101、pared to 41percent of men(ITU 2023).Women in low-and middle-income countries are 15 percent less likely than men to use mobile internet,leaving 787 million women offline(GSMA 2024a).This digital gender gap has real economic consequences for individuals,communities,and economies.On an individual leve

102、l,womens digital connectivity increases labor force participation(Chiplunkar and Goldberg 2022),helps them access flexible jobs(Ho et al.2024),and with sustained use,results in greater financial inclusion(Roessler et.al.2023).There are also consequences for economies and communities:digital connecti

103、vity contributes to economic growth,poverty reduction,and job creation in LMICs(Hjort and Tian 2024).TheAlliance for Affordable Internet estimates that in 2020,32 LMICs experienced an estimated loss of US$126 billion in GDP due to the gender gap in internet use(A4AI 2021).As there are over 130 LMICs

104、 globally,the potential for global economic growth with greater digital inclusion can well be imagined.It is estimated that closing the gender gap in mobile Internet adoption across LMICs could lead to over US$1.3 trillion in total additional gross domestic product(GDP)over the period of 2023-2030(G

105、SMA 2024b).The digital disadvantage that women experience in many societies reflects both economic,social,and political inequalities.It is increasingly clear that womens education,work,and responsibilities(paid and unpaid),and the digital gender gap are closely related.Furthermore,due to disparities

106、 in economic opportunity,2What Works to Advance Womens Digital Literacy?A Review of Good Practices and Programswomen often struggle with affording digital devices,data,and services.Restrictive social and gender normsi.e.the social rules that guide womens behavior and shape expectations about what wo

107、men should or should not do in a given contextalso constrain their participation in the digital economy(Muoz Boudet et al.2023;GSMA 2024a).This report is driven by the need to bridge this gap by providing a comprehensive resource tailored for operational teams tasked with designing and delivering ba

108、sic digital literacy training programs.Women face unique challenges in accessing and benefiting from digital literacy training,often due to social,cultural,and systemic barriers that limit their participation and engagement.To address these challenges,operational teams need evidence-based insights,p

109、ractical recommendations,and adaptable strategies that empower women on their digital learning journeys.This study aims to fulfill these needs by consolidating a wealth of knowledge,tools,and examples to serve as a valuable reference for these teams.While numerous initiatives and programs exist glob

110、ally to promote intermediate and advanced digital literacy,there is a distinct lack of consolidated evidence and clear guidance on effective practices for basic digital literacy.This fragmentation creates obstacles for operational teams in identifying proven approaches,leveraging existing research,a

111、nd implementing scalable solutions.By synthesizing available and experimental research,showcasing successful case studies,and outlining actionable strategies,this report seeks to close that gap and provide a practical roadmap for teams.The intended audience includes World Bank operational teams,poli

112、cymakers,and external program designers working to develop basic digital literacy programs.To World Bank Group teams,policymakers,and other stakeholders,this report emphasizes the urgent need to prioritize and drive digital inclusion by supporting research into scalable and impactful approaches.By c

113、hampioning these efforts,stakeholders can play a pivotal role in empowering women and advancing digital equity.A distinctive feature of this report is its emphasis on showcasing diverse examples from various organizations,institutions,and operational teams.Through these examples,we aim to highlight

114、the breadth of existing knowledge and practices,spark creativity,and encourage cross-sharing of ideas among teams.Ultimately,this report serves as a starting point.It provides operational teams with a solid foundation for their work while also identifying areas requiring further attention and resear

115、ch.By doing so,it seeks to contribute to a broader movement toward empowering women with improved access to basic digital literacy skills and advancing inclusive growth in the digital economy.3Introduction1.1METHODOLOGYThe What Works to Advance Womens Digital Literacy report aims to guide the develo

116、pment of basic digital literacy programs for women in LMICs.This report adopts a structured approach to understanding the challenges and gaps in basic digital literacy,digital financial capability,and related areas.The methodology consists of two main phases:1.literature review and data analysis;and

117、 2.program analysis.Literature Review and Data Analysis The first phase consisted of a literature review to understand the existing landscape of basic digital literacy and digital financial capability research.This review focused on identifying key challenges,gaps,and emerging trends in these areas,

118、with particular attention to womens inclusion.The analysis explored a range of interconnected topics,including digital skills,digital inclusion,and the digital gender divide more broadly,which are critical to understanding the barriers women face in developing digital literacy.The review also extend

119、ed to factors influencing womens access to and proficiency in digital tools,such as connectivity challenges,lower smartphone ownership,social and gender norms,gender gaps in economy opportunity,and lower education levels.By synthesizing this body of work,we aimed to map out the current state of know

120、ledge and identify areas where further research or action is needed.Building upon the insights from the literature review,several key data sources were identified and analyzed that provided valuable quantitative and qualitative information relevant to the study.These sources included data provided b

121、y the International Telecommunication Union(ITU),the United Nations Womens Sustainable Development Goals(SDG)Gender Dashboard,the World Bank Gender Data Portal,the Findex database,and other databases from organizations such as the United Nations Childrens Fund(UNICEF),and the GSMA.These datasets and

122、 resources offered critical evidence on womens digital literacy,gender disparities in digital access,and socio-economic factors influencing digital skills development.The data analysis helped us identify patterns and trends,providing a robust foundation for understanding the global context of gender

123、 gaps in digital skills.Based on the findings from the literature review and data analysis,the following chapters of this report were developed:Chapter 2,Key Concepts and Definitions,presents and defines the key terms and concepts that frame the discussion on digital literacy and financial capabilit

124、y,setting the stage for the analysis of the barriers that affect women in subsequent chapters.4What Works to Advance Womens Digital Literacy?A Review of Good Practices and Programs Chapter 3,Global Context,provides an overview of the global digital divide,highlights the gender gap in basic digital s

125、kills,and explores its implications for women worldwide.Chapter 4,Key Barriers to Womens Digital Literacy,identifies the major obstacles preventing women from attaining digital literacy,drawing from both literature and data sources to highlight critical factors such as gender norms,socio-economic co

126、nstraints,and access to technology.Chapter 5,What Works to Address these Barriers,examines interventions and strategies that successfully remove barriers to womens digital literacy,as evidenced by available studies and research.Program Analysis:Designing Digital Literacy ProgramsThe second phase inc

127、luded analysis of over 100 programs designed and implemented by international organizations,governments,foundations,non-profits,and other entities aimed at closing the gender gaps in basic digital literacy and financial capability.This phase also included the in-depth review of toolkits,guidelines,a

128、nd case studies aimed at supporting digital literacy and financial training programs for women.Drawing from the best practices and promising approaches identified,this report presents a framework to categorize distinct elements of program design,referred to as design categories.It is important to no

129、te that this framework is not exhaustive and reflects the resources available during the research phase(20232024).The programs and resources were identified through a key search of publicly available materials,including reports,websites,and publications.However,a considerable limitation is that deta

130、iled program curricula are rarely shared publicly,making it especially challenging to gather granular details on program design.Moreover,only a small proportion of these programs engage in rigorous monitoring and evaluation beyond basic program assessments.Very few programs have conducted randomized

131、 controlled trials,or employed other research methodologies that meet rigorous scientific standards.This underscores the need for more robust research to guide the selection of design elements,ultimately improving program effectiveness and enhancing participants learning outcomes.Additionally,many o

132、f the programs included in this analysis feature small sample sizes,which limits the extent to which findings can be generalized.This limitation further emphasizes the need for larger-scale studies to strengthen the evidence base for basic digital literacy and financial capability programs,particula

133、rly those focused on women.5IntroductionConsequently,this report aims to identify the evidence base for the identified design categories.This involved searching for rigorous studies,explorative research,and credible evidence.The report continues with the following chapters:Chapter 6,Designing Digita

134、l Literacy Programs,analyzes over 100 digital literacy and financial capability programs,as well as programs,toolkits,guidelines,and case studies on digital literacy and financial training for women,presents findings according to the design category framework described above.Chapter 7,Conclusion sum

135、marizes the evidence supporting the identified design categories,emphasizes current gaps,and underscores the need for further research.Scope and LimitationsThis report provides a comprehensive analysis of the issues surrounding womens basic digital literacy,with a primary focus on a global overview

136、of the gender gap in basic digital skills.However,due to constraints in available data,the analysis may not fully represent all geographic regions or socio-economic groups,particularly in low-resource settings where data are limited or scarce.While the report addresses research on basic digital lite

137、racy,it does not explore in-depth case studies or the analysis of intermediate or advanced digital skills.These areas are critical to addressing the needs of women in the digital age,however this report aims to fulfill a specific gap in the existing oeuvre of studies into the digital skills gender g

138、ap:engaging women in digital skills at foundational entry level,often for the first time.Furthermore,this analysis acknowledges the limited availability of rigorous evidence,including experimental or quasi-experimental studies,in the field of womens basic digital literacy.This gap underscores the ne

139、ed for further research to better understand the specific challenges and effective strategies for improving digital literacy among women.While the insights presented in this report are valuable,the absence of robust evidence highlights the ongoing need for more targeted studies to guide the developm

140、ent of effective interventions and address the barriers women face in acquiring digital literacy skills.6What Works to Advance Womens Digital Literacy?A Review of Good Practices and Programs2.Key Concepts and DefinitionsThis section explores the evolving definitions of digital literacy,digital finan

141、cial literacy,and a range of related terms.It offers an overview of how these definitions have shifted from a focus on technical skills to encompass the cognitive and socio-emotional aspects of digital engagement.Additionally,we introduce two frameworks:the European Commissions widely used Digital C

142、ompetence Framework for Citizens(DigComp)for assessing citizens digital competencies,and a multidimensional digital financial literacy framework aiming to clarify the intersection between financial and digital literacy.2.1DIGITAL LITERACY There are multiple definitions for the terms and concepts of

143、digital literacy,which is sometimes used interchangeably with digital competence.The various methodologies to classify and define digital literacy often overlap or are non-exhaustive,leading to conceptual ambiguity(Van Deursen et al.2015).It is a challenge to establish a single definition for digita

144、l literacy and digital competence because of the rapidly changing technological,cultural,and societal contexts that are continuously reshaping the ways in which digital technologies are utilized in personal and professional settings(Helsper 2008;Huvila 2012).The lack of consensus related to these te

145、rms makes it harder to measure them.We present and discuss the various definitions below.Digital literacy is derived from the traditional concept of literacy,which primarily involves the ability to read and write.The term emerged in the 1990s with the increasing use of technology in education and ac

146、ross society.The writer Paul Gilster published a seminal book in 1997 about the concept of digital literacy.According to Gilster,digital literacy is“the ability to access networked computers and use them.”Furthermore,he notes that digital literacy involves a set of core competencies,including the ab

147、ility to make informed judgments about what one finds online and the ability to search the Internet.With these skills,one can expand their education,pursue hobbies,and join onlinecommunities.DIGITALSKILLSLITERACYCOMPET7Key Concepts and DefinitionsGilstersdefinition built on the concept of traditiona

148、l literacy.Literacy means more than the ability to read but instead to read with meaning and understanding.Digital literacy extends beyond accessing information on the Internet,but rather includes the cognition of what is found online(Gilster 1997).While this definition was widely accepted by resear

149、chers and practitioners,in later years,this definition was called into question due to its links to traditional literacy,which was considered limiting(Rheingold 2009).The definition for digital literacy evolved into categories and classifications beyond the technical skills to perform a specific tas

150、k.In recent definitions,there is an increased emphasis on critical thinking,communication skills,and problem-solving.For example,a 2018 UNESCO definition,describes digital literacy as:“the ability to access,manage,understand,integrate,communicate,evaluate and create information safely and appropriat

151、ely through digital technologies for employment,decent jobs and entrepreneurship.It includes competences that are variously referred to as computer literacy,ICT literacy,information literacy and media literacy”(Law et al.2018).The concept of digital competence is derived from the broader concept of

152、competence,which pertains to the constellation of abilities and/or capacities embodied in successful activities(tasks)and outcomes.Therefore,this approach emphasizes a persons social and cultural context in performing a task,rather than reducing it to a list of abilities and capabilities(Hager and B

153、eckett 1995).The European Commission uses the term digital competence,proposing the following definition:“Digital competence involves the confident,critical and responsible useof,and engagement with,digital technologies for learning,at work,and for participation in society.It includes information an

154、d data literacy,communication and collaboration media literacy,digital content creation(including programming),safety(including digital well-being and competences related to cybersecurity),intellectual property related questions,problem solving and critical thinking”(European Commission Directorate-

155、General for Education,Youth,Sport and Culture 2019).In this and other definitions,the concept of competence is understood as a combination of knowledge,skills,and attitudes.1 This emphasizes that the concept of digital competence tends to be more focused on cognitive and social emotional aspects of

156、working and living in a digital environment beyond simply having technical skills.1 UNCTAD(2018)defines digital competence as“encompasses the knowledge and skills required for an individual to be able to use ICT to accomplish goals in his or her personal or professional life.”8What Works to Advance

157、Womens Digital Literacy?A Review of Good Practices and ProgramsRelevant Digital Skills FrameworksEuropean Commissions Digital Competence Framework for CitizensThe European Commissions Digital Competence Framework for Citizens(DigComp)has been widely adopted by many OECD countries and some Asian and

158、Latin American countries and institutions as a benchmark for enhancing and assessing digital competences(the Africa region lacks a comprehensive framework for digital skills).It has also been used in various research investigations and policy papers and is periodically updated.The next iteration,Dig

159、Comp 2.0 is the most comprehensive,best-known,and widely used digital literacy framework.The framework describes which competencies are needed by citizens to use digital technologies in a confident,critical,collaborative,and creative way to achieve goals related to work,learning,leisure,inclusion,an

160、d participation in the digital society(Vuorikari,Kluzer,and Punie 2022).The most current version,DigComp 2.2 was released in 2021 and expands the framework by offering more than 250 examples of the skills,knowledge,and attitudes that contribute to each competence(Table 2)(Vuorikari,Kluzer,and Punie

161、2022).Table 2:DigComp 2.2 Conceptual ModelCompetence Areas Dimensions 1.Information and data literacy 1.1 Browsing,searching and filtering data,information,and digital content 1.2 Evaluating data,information,and digital content 1.3 Managing data,information,and digital content2.Communication and Col

162、laboration 2.1 Interacting through digital technologies 2.2 Sharing information and content through digital technologies 2.3 Engaging in citizenship through digital technologies 2.4 Collaborating through digital technologies2.5 Netiquette 2.6 Managing digital identity 3.Digital Content Creation 3.1

163、Developing digital content 3.2 Integrating and re-elaborating digital content 3.3 Copyright and licenses 3.4 Programming 4.Safety4.1 Protecting devices 4.2 Protecting personal data and privacy 4.3 Protecting health and well-being 4.4 Protecting the environment 9Key Concepts and DefinitionsCompetence

164、 Areas Dimensions 5.Problem Solving 5.1 Solving technical problems 5.2 Identifying needs and technological responses 5.3 Creatively using digital technologies 5.4 Identifying digital competence gaps Source:DigComp conceptual reference model.Vuorikari,R.,Kluzer,S.and Punie,Y.,2022.DigComp 2.2:The Dig

165、ital Competence Framework for Citizens-With new examples of knowledge,skills and attitudes,EUR 31006 EN,Publications Office of the European Union,Luxembourg,2022,ISBN 978-92-76-48882-8,doi:10.2760/115376,JRC128415.UNESCOs Digital Literacy FrameworkIn 2018,the UNESCOs Institute of Statistics refined

166、the EU DigComp to make it more appropriate for low and middle-income countries and developed the UNESCO Digital Literacy Global Framework.The UNESCO framework is identical to the DigComp in the competence areas 1 to 5;however,it has added two critical areas:(i)fundamentals of hardware and software(l

167、evel zero)and(ii)career-related competencies(level six):Table 3:UNESCO Supplementary Competence Areas to DigiCompCompetence AreasDimensions0.Fundamentals of hardware and software0.1 Basic knowledge of hardware such as turning on/off as well as charging and locking devices0.2 Basic knowledge of softw

168、are such as user accounts,password management,logins,and how to adjust privacy settings6.Career-related competences6.1 Career-related competences refer to the knowledge and skills required to operate specialized hardware/software for a particular field,such as engineering design software and hardwar

169、e tools,or the use of learning management systems to deliver fully online or blended courses.Source:UNESCO and Unescos Institute of Statistics.2018.A Global Framework of Reference on Digital Literacy Skills for Indicator 4.4.2.2.2DIGITAL FINANCIAL LITERACYIn an increasingly digital world,the ability

170、 to access and use digital financial services and products has become important to achieve financial goals and economic wellbeing.While there is no standardized definition of digital financial literacy,prior research has underscored that digital financial literacy is specifically 10What Works to Adv

171、ance Womens Digital Literacy?A Review of Good Practices and Programsfocused on the use and application of digital technology for financial services and products,and risks(Morgan,Huang,and Long 2019).A range of definitions exist,for example,the Alliance for Financial Inclusion(2021)defines digital fi

172、nancial literacy as encompassing three areas:(1)Awareness and knowledge of DFS and the competency to use relevant DFS independently;(2)Awareness/knowledge of relevant DFS-related risks and the competency to prevent these risks when using DFS;and(3)Awareness/knowledge of related consumer protection a

173、nd redress mechanisms,and the competency to seek the same when needed.The OECD(2022)defines digital financial literacy as:“a combination of financial awareness,knowledge,skills,attitudes and behaviors necessary to make sound financial decisions and ultimately achieve individual financial well-being”

174、(See Table 4 for a full list of definitions).2.3DIGITAL FINANCIAL CAPABILITY A persons digital financial capability sits at the intersection of financial literacy and digital literacy and enables users to take full advantage of digital financial services.While the terms digital financial literacy an

175、d digital financial capability are often used interchangeably,the term digital financial literacy is often associated with(technical)financial knowledge,such as understanding how to use digital platforms,tools and services.On the other hand,digital financial capability is considered a broader term,g

176、oing beyond knowledge and understanding,also including behavior and the interaction of knowledge,skills and attitudes,such as the ability to apply that knowledge and use digital financial tools effectively.Specifically,it is defined as:“an individuals competencies in financial knowledge,skills and b

177、ehaviors needed to undertake informed,confident and relevant decisions and action about personal and household finances to improve ones financial well-being”(Alliance for Financial Inclusion2021).2.4THE LANDSCAPE OF DEFINITIONSOverall,while there may not be a one-size-fits-all definition for these t

178、erms,it is clear that both digital financial literacy and digital financial capability are critical components of financial literacy in the digital age.The table below provides a landscape of definitions related to digital literacy,digital competence,financial literacy,digital financial literacy,and

179、 digital financial capability.11Key Concepts and DefinitionsTable 4:The Landscape of DefinitionsTheme Definitions SourceDigital literacy“Digital literacy is the ability to access networked computers and use them”Gilster(1997)Digital literacy“Digital literacy refers to the assortment of cognitive-thi

180、nking strategies that consumers of digital information utilize.”Eshet-Alkalai(2004)Digital literacy“Digital literacy is associated with the ability to use computers,social media,and the Internet.”Hobbs(2010)Digital literacyDigital literacy is“the ability to access,manage,understand,integrate,communi

181、cate,evaluate and create information safely and appropriately through digital technologies for employment,decent jobs and entrepreneurship.It includes competences that are variously referred to as computer literacy,ICT literacy,information literacy and media literacy.”UNESCO(Law et al.2018)Digital l

182、iteracy The competence and knowledge of how to access and use digital products and services,such as tablets,mobile phones,web browsers,and the Internet.FinEquity(2021)Digital competence“Digital Competence can be broadly defined as the confident,critical and creative use of ICT to achieve goals relat

183、ed to work,employability,learning,leisure,inclusion and/or participation in society.Digital competence is a transversal key competence which,as such,enables us to acquire other key competences(e.g.language,mathematics,learning to learn,cultural awareness).It is related to many of the 21st Century sk

184、ills which should be acquired by all citizens,to ensure their active participation in society and the economy”.European Commission(Punie,Brecko,and Ferrari 2013)Digital competenceDigital competence involves the confident,critical and responsible use of,and engagement with,digital technologies for le

185、arning,at work,and for participation in society.It includes information and data literacy,communication and collaboration media literacy,digital content creation(including programming),safety(including digital well-being and competences related to cybersecurity),intellectual property related questio

186、ns,problem solving and critical thinking.European Commission(European Commission:Directorate-General for Education,Youth,Sport and Culture2019)Financial literacyFinancial literacy represents the level of aptitude in understanding personal finance.It often refers to awareness and knowledge of key fin

187、ancial concepts required for managing personal finances and is generally used more narrowly than financial capability.World Bank(Zottel and Gradstein 2018)Financial literacy The competence and knowledge to carry out financial behaviors and financial services that support beneficial practices,such as

188、 savings,borrowing and repaying FinEquity(2021)12What Works to Advance Womens Digital Literacy?A Review of Good Practices and ProgramsTheme Definitions SourceDigital financial literacy Digital financial literacy encompasses:(1)Awareness and knowledge of DFS and the competency to use relevant DFS ind

189、ependently;(2)Awareness/knowledge of relevant DFS-related risks and the competency to prevent these risks when using DFS and(3)Awareness/knowledge of related consumer protection and redress mechanisms,and the competency to seek the same when needed.Alliance for Financial Inclusion(2021)Digital finan

190、cial literacyA combination of financial awareness,knowledge,skills,attitudes and behaviors necessary to make sound financial decisions and ultimately achieve individual financial well-being.OECD(2022)Digital financial literacyThe application of digital literacy and financial literacy to enable the u

191、se of digital financial services FinEquity(2021)Digital financial capability Digital financial capability refers to“an individuals competencies in financial knowledge,skills and behaviors needed to undertake informed,confident and relevant decisions and action about personal and household finances t

192、o improve ones financial well-being.”Alliance for Financial Inclusion(2021)Digital financial capabilityDigital financial capability is having the knowledge,skills,behaviors,and understanding to access financial services delivered through digital technologies.Center for Financial Inclusion(Arnold and

193、 Stark 2022)13The State of Womens Digital Literacy3.The State of Womens Digital Literacy3.1WHERE DO WE STAND GLOBALLY ONDIGITAL LITERACY?Despite some progress,gender gaps in basis digital skills persist globally,limiting womens participation in the digital economy.Data from the ITU show that men are

194、 generally more proficient in ICT skills such as moving files,sending email attachments,and installing devices,with particularly low proficiency levels in certain African and Middle Eastern countries.As digital literacy becomes increasingly essential,addressing these disparities is critical to ensur

195、ing equitable access to technology and economic opportunities.While available data from the ITU(below)indicate progress towards closing the global gender gap in basic digital skills,it also shows that work remains to ensure everyone can participate in the digital economy.To assess digital literacy a

196、nd skills among women and men,SDG indicator 4.4.1(proportion of youth and adults with information and communication technology(ICT)skills)under the goal of quality education is used.Figures 1-3 illustrate the basic information and communications technology(ICT)skills of women and men in various coun

197、tries,specifically their ability to move or copy a file;send emails with attachments;and connect and install devices.2 Notably,these indicators are based on digital skills associated with laptops or personal computers rather than mobile phones,despite phones being the primary device that people in L

198、MICs use to access the Internet,due mainly to affordability(Satari 2021;Mhlanga and Beneke 2021).In most countries,though not all,men are more likely to have these skills than women.Certain African countries have particularly low levels of digital skills,for example in Sierra Leone only 1.7 percent

199、of women and 5.9 percent of men can copy or move a file or folder.In Iraq,4.6 percent of women can copy or move a file or folder compared to 33.5 percent of men.2 Note:This indicator is defined as the percentage of youth(aged 15-24 years)and adults(aged 15 years and above)that have undertaken certai

200、n computer-related activities in a given time period(e.g.last three months).14What Works to Advance Womens Digital Literacy?A Review of Good Practices and ProgramsFigure 1:Youth and adults who can copy or move a file or folder,by sex(percentage)1009080706050403020100OmanLuxembourgIcelandGermanySlova

201、kiaSpainEstoniaQatarItalyTrkiyeLatviaBosnia and HerzegovinaNorth MacedoniaUzbekistanBotswanaIraqAlgeriaKiribatiSurinameMongoliaCubaZimbabweTongaGhanaGambiaJamaicaLesothoGuinea-BissauDR of the CongoTogoLao PDRMadagascarSierra LeoneFemaleMaleSource:ITU/UN Women SDG Indicator Dashboard,https:/data.unwo

202、men.org/data-portal/sdg.Slightly more advanced(although still relatively basic)digital skills see less people claiming they have these capabilities.Figure 2 shows that in a half of the countries surveyed,less than 30 percent of both men and women are able to send emails with attached files.Figure 2:

203、Proportion of youth and adults who can send emails with attached files,by sex(percentage)1009080706050403020100Republic of KoreaLuxembourgCanadaSwitzerlandJapanMalaysiaSlovakiaRussian FederationAzerbaijanKazakhstanBosnia and HerzegovinaBangladeshCambodiaUkraineUzbekistanZimbabweColombiaBelarusBrazil

204、AlgeriaThailandMexicoState of PalestineJamaicaPeruEcuadorBhutanCte dIvoireIran,Islamic Rep.Cabo VerdeIraqPakistanFemaleMaleSource:ITU/UN Women SDG Indicator Dashboard,https:/data.unwomen.org/data-portal/sdg.Figure 3 shows that in most countries surveyed,less than 15 percent of both men and women can

205、 connect and install devices.As digital literacy becomes increasingly vital,understanding and narrowing these gaps is crucial for fostering inclusive and equitable technological access worldwide.15The State of Womens Digital LiteracyFigure 3:Proportion of youth and adults who can connect and install

206、 devices,by sex(percentage)80706050403020100AlgeriaBrazilBotswanaBelarusBahrainCabo VerdeCte dIvoireHong Kong SAR,ChinaAzerbaijanCubaCongo,Dem.Rep.Gambia,TheIran,Islamic Rep.MadagascarJapanJamaicaKiribatiGuinea-BissauGhanaGeorgiaQatarRussian FederationLesothoState of PalestineMalaysiaPeruOmanMongoli

207、aSierra LeoneMexicoKorea,Rep.Saudi ArabiaTongaUzbekistanThailandZimbabweUnited Arab EmiratesTogoSurinameFemaleMaleSource:ITU/UN Women SDG Indicator Dashboard,https:/data.unwomen.org/data-portal/sdg.16What Works to Advance Womens Digital Literacy?A Review of Good Practices and Programs4.Key Barriers

208、to Womens Digital Literacy Social and economic inequalities affect all aspects of womens lives and make it more difficult for them to take advantage of the resources and the opportunities that the Internet and digital devices provide.The digital disadvantage that women experience in many societies r

209、eflects these existing disparities(Van der Spuy and Souter 2018).As a result,ICTs are influenced by the social and political environments in which they are created and used,therefore,they are not gender neutral(Huyer,Ertl and Dryburgh 2006).This section examines the fundamental barriers that hinder

210、womens digital literacy,exploring the evidence to gauge their significance and impact.These fundamental barriers are:1.Insufficient digital connectivity;2.Affordability constraints;3.Low levels of education;4.Restrictive gender and social norms;5.Limited awareness and low levels of digital confidenc

211、e;6.Lack of appropriate design and relevant content;and 7.Concerns around online safety and security.This report provides an overview of each barrier and highlights available evidence and studies.4.1INSUFFICIENT DIGITAL CONNECTIVITY Insufficient digital and supporting connectivity infrastructure pre

212、sents a considerable obstacle to digital inclusion.While access is expanding rapidly in some regions,many areas,particularly those regions affected by conflict or located in rural and remote settings,remain unconnected(Geyer 2008).Even where digital infrastructure is available,usage may remain limit

213、ed(Sipior,Ward and Connolly 2011).Even in areas with mobile Internet coverage,connectivity challenges persist due to various factors.Connectivity experience is often more of a barrier to increased mobile Internet use than to initial adoption.This challenge was identified as one of the top three barr

214、iers for male mobile Internet users in all surveyed countries of the GSMA report(except those in South Asia)and for women in Egypt,Senegal,Guatemala,Mexico,Ethiopia,and Uganda(GSMA 2024a).For instance,in countries where connectivity experience is reported as one of the top three barriers,4G coverage

215、 averages around 90 percent,yet many users 17Key Barriers to Womens Digital Literacycontinue to rely on 3G.In Senegal,91 percent of the population has access to 4G,but 58 percent of mobile broadband connections are still on 3G.This disparity is likely due to the prevalence of 3G-only handsets,which

216、limits users connectivity experiences.Network performance also plays a role;while network quality has improved globally,a significant gap remains between high-income countries and low-and middle-income countries.In 2022,the average download speed was 71 Mbps in high-income countries compared to just

217、 17 Mbps in low-and middle-income countries(GSMA 2024a).4.2AFFORDABILITY CONSTRAINTSLimited financial resources hinder womens access to mobile Internet,especially in rural areas and low-income households,posing a major challenge to digital inclusion.Reports from 2024 highlight affordability and digi

218、tal skills as the two greatest barriers to individuals mobile adoption(GSMA 2024b).Affordability,encompassing data costs and Internet-enabled devices,remains a critical factor,disproportionately affecting women in lower-income communities(GSMA 2015a,2024b).Globally,women face fewer economic opportun

219、ities than men,with labor force participation rates at 48.7 percent for women compared to 73.1 percent for men(World Bank 2015).Women are more likely to work in low-productivity roles,informal employment,or transition between informal work and being out of the workforce.They also have fewer opportun

220、ities for business expansion and career progression(World Bank 2022).As a result,women often have less disposable income,making mobile phones and Internet-enabled devices unaffordable.For the poorest 20 percent,handset costs can consume up to 51 percent of monthly income,a burden disproportionately

221、affecting women(GSMA 2024b).Due to their lower incomes,women often purchase less sophisticated devices,limiting their ability to fully leverage mobile Internet(GSMA 2024a).High costs for data,SIM cards,and digital services further exacerbate these barriers,particularly for women and girls in low-res

222、ource settings.This issue is even more pronounced in rural regions,where lower income levels make mobile Internet access less affordable.A study found that 35 percent of rural respondents in Colombia,Ghana and Uganda cite the high cost of mobile data as the main obstacle to increasing Internet use,w

223、hile one third of people in these countries,along with Indonesia,pointed to device costs as a primary reason for not accessing the Internet(Brudvid and Cameron 2020).Therefore,affordable entry-level Internet-enabled devices are key to providing meaningful Internet access.These devices fall into two

224、categories:smart feature phones and low-cost smartphones(See Box 1).18What Works to Advance Womens Digital Literacy?A Review of Good Practices and ProgramsBox 1Feature vs.Smartphone UsageSmart feature phones are a 4G-enabled hybrid of feature phones and smartphones.They look like basic feature phone

225、s,have a small screen and enable via a 12-button keyboard rather than a touch screen.However,unlike basic feature phones,smart feature phones connect to the Internet and offer access to applications from the online app stores(with several hundreds of apps available).Overall,these hybrid devices have

226、 lower cost structures than entry-level smartphones and are available in the market at lower price points to target lower income customer segments,particularly in low-and middle-income markets.Low-cost smartphones have larger touch screens to enable advanced access to Internet services and apps.Thes

227、e handsets have the functionalities of higher-end smartphone models,but optimize technical specifications,components,and materials to lower costs,including operating system(OS),memory,batteries,and cameras.These devices can access a large ecosystem of applications predominantly from the Google Play

228、Store,3 as well as from application stores such as Aptoid or SlideMe.Source:Amin,Ramiand Doyle Gallegos.2023.Affordable Devices for All:Innovative Financing Solutions and Policy Options to Bridge Global Digital Divides.Washington,DC:World Bank.http:/documents.worldbank.org/curated/en/099080723143031

229、193/P1737510ac79240b90aaa10.Smartphone ownership is a key driver of Internet access and usage.Smartphone users are far more likely to adopt mobile Internet,use it frequently,and engage with its various applications.Research indicates that when women own smartphones,their mobile Internet awareness an

230、d usage closely mirror those of men(GSMA 2024a).In most survey countries of GSMAs report,smartphone ownership strongly correlates with mobile Internet adoption.For instance,in Egypt,65 percent of men and 54 percent of women use mobile Internet,matching the rates of smartphone ownership at 64 percent

231、 for men and 54percent for women.This highlights how owning a smartphone significantly boosts awareness and regular use of mobile Internet,with women achieving usage levels nearly equal to men once they have access to these devices(GSMA2024a).3 Over 3.55 million applications were available as of Oct

232、ober 2022.“Google Play:number of available apps as of Q3 2022.”Statista.Accessed November 27,2024:https:/ Barriers to Womens Digital LiteracyNotably many people,especially women,access mobile Internet throughsomeone elses device,which can limit or even restrict theiropportunitiesto fully utilize it.

233、Additionally,in some countries,a considerable proportion of smartphone owners do not use mobile Internet,particularly women.This indicates other barriers at play hindering their use of mobile internet In Kenya,for instance,18 percent of women who own a smartphone do not use mobile Internet compared

234、to 9 percent of men(GSMA2024a).Despite overall growth in mobile Internet adoption,a widening and persistent gap remains in womens meaningful use of it.The Alliance for Affordable Internet(A4AI)introduced the framework of meaningful connectivity in 2020 to start tracking the depth of different mobile

235、 phone experiences beyond access,highlighting the necessary standards to enable someone to work,live and participate in the online world.The framework focuses on four pillars:4G internet speed,smartphone ownership,an unlimited broadband connection at home,work or place of study and daily use.Compoun

236、ding the issue of meaningful connectivity,the digital gender gap and urban-rural divide disproportionately disadvantage women and those in rural or remote areas,further reducing their access to and use of the Internet.4.3LOW LEVELS OF EDUCATIONWomens lack of access to education acts as a barrier to

237、using and benefiting from the digital devices and services.Despite good progress in achieving gender parity in education,several barriers persist.At the primary and secondary school levels,girls and boys complete these grades at roughly the same rate.4 According to UNESCO(2023),250 million children

238、and youth are out of school globally,of which 122 million are girls and 128 million are boys.In countries affected by conflict,girls are more than twice as likely to be out of school than girls living in non-affected countries.5 There are myriad barriers to girls education,including poverty,early an

239、d forced marriage,sex-based discrimination,and safety concerns(for example,when traveling long distances to attend school).Poor families often face challenging decisions when it comes to providing their children with an education and sending them to school.These decisions typically relay on a comple

240、x cost-benefit analysis that involves comparing the direct expenses associated with schooling to the potential value of their childs time in both the labor market and the marriage 4 Female primary completion rate:89.6 percent(2019,latest available),male primary completion rate:90.1(2019,latest avail

241、able);Female lower secondary completion rate:76.8 percent(2019,latest available),male lower secondary:75.8 percent(2019,latest available).Source:Gender Data Portal(database),World Bank,Washington DC,(accessed 2023),https:/genderdata.worldbank.org/topics/education.5“Girls Education.”n.d.UNICEF.org(we

242、b page),(accessed 2023),https:/www.unicef.org/education/girls-education.20What Works to Advance Womens Digital Literacy?A Review of Good Practices and Programs“market.”Consequently,parents may be less willing to invest in girls education due to their underestimation of the long-term benefits it can

243、offer(World Bank 2017).This decision-making process frequently results in additional hardships for girls,as families tend to prioritize investing in education for boys over girls.6These barriers can reinforce each other and are interconnected,making it even more difficult for girls to access educati

244、onal opportunities(UNESCO 2015).With limited access to formal education and lower levels of basic skills acquired such as reading,writing,and performing basic mathematics,girls are disadvantaged in building or growing their digital skills.Ones sex can exacerbate and amplify pre-existing disadvantage

245、s,frequently intersecting with factors such as socioeconomic status,ethnicity,geographical location,religion,sexual orientation,disability,age,and race.The World Banks World Development Report 2018:Learning to Realize Educations Promise(2017)found that across 44 economies boys from the lower-income

246、half of the population were nearly 75 percent more likely to successfully complete grade 5 when compared to their female counterparts.However,this advantage diminished appreciably in wealthier segments,with boys holding only a marginal 20 percent advantage.Moreover,a staggering 70 percent of girls w

247、ho were not enrolled in primary school in 2006 belonged to socially marginalized groups.During the COVID pandemic many educational institutions shifted to online and remote learning.However,this has exposed existing inequalities in device and Internet access,particularly in rural and low-income area

248、s.While digital and remote learning has expanded,limited access to electricity and the Internet prevents many young people from taking advantage of these services.A joint United Nations Childrens Fund(UNICEF)and ITU report(2020)identified that2.2 billionor two-thirds of all children and young people

249、 aged 25 years or lessdo not have Internet access at home.Moreover,thereportfinds statisticallysignificant differences in Internet access between countries,regions,wealth groups and urban-rural settings.In West and Central Africa,for example,only 5 per cent ofchildren and young people have Internet

250、access at home compared to the 33 percent global average.Without the ability to read and write,accessing digital resources and e-learning platforms becomes increasingly challenging and thus presents a challenge to achieving digital literacy.Gender gaps in education manifest in disparities in adult l

251、iteracy between women and men,because women are lacking necessary foundations to acquire digital skills and use digital technologies.For example,across low-income economies,the adult literacy rate for women stands at 53.3 percent versus 68.7 percent for men.7 6“Girls Education.”n.d.UNICEF.org(web pa

252、ge),(accessed 2023),https:/www.unicef.org/education/girls-education.7 Gender Data Portal(database),World Bank,Washington DC,(accessed November 11,2024),https:/genderdata.worldbank.org/topics/education.21Key Barriers to Womens Digital LiteracyThe link between womens lower levels of education and inco

253、me and the digital gender divide is becoming more evident.A study conducted by Research ICT Africa confirms that education and income have a positive impact on ownership and use of ICTs.When statistically controlling for income and education,the gender digital divide is eliminated in most African co

254、untries(Deen-Swarray et al.2014).The study finds that it is mainly this underlying gender gap,in income and education,that contributes to the exclusion of women in the ICT domain.Other studies,such as the After Access studies conducted by Research ICT Africa(Gillwald and Chair 2019)and LIRNEAsia(201

255、9)support these research outcomes.A UNESCO(2015)analysis across nine rural communities in Sub-Saharan Africa found that to have a greater impact,mobile phone-based literacy projects should go beyond the traditional illiterate/literate binary and take into account the socio-economic and cultural cont

256、exts of learners.This includes facilitating opportunities for education and rural livelihoods among women,as well as opportunities to amplify their voice and participation in their communities.According to an empirical study that examined 12 Latin American and 13 African countries between 2005 and 2

257、008,women tend to have lower access to employment,education,and income,which results in fewer women accessing and using ICTs.However,the study found that when these variables are controlled for,women exhibit an increased usage of digital tools than men(Hillbert 2011).Even when women can access the I

258、nternet,they tend to limit their use to fewer applications and available services(GSMA 2024a).A GSMA report shows that women who do not use mobile phones at all,as well as women who are reliant on borrowing others phones,tend to have a lower level of education than women who have their own phones.Wo

259、men with lower levels of education are more likely to report difficulties in using mobile phones,the Internet generally,and have more challenges with technical literacy,content understanding and confidence(GSMA 2024a).Often poorly designed handsets,irrelevant content and a lack of regional languages

260、 on mobile phones create more barriers for women than for men(Girl Effect and Vodafone 2018).A study conducted by the Web Foundation found that women across nine low-income countries in Africa and Asia who have a secondary education or have completed secondary school are six times more likely to be

261、online than women with only primary education or less(The Web Foundation 2015).Considering the increasing importance of digital skills for employment,the digital literacy barrier for women hinders them from taking advantage of job opportunities with digital tasks and excludes them further from the d

262、igital workforce.22What Works to Advance Womens Digital Literacy?A Review of Good Practices and Programs4.4RESTRICTIVE GENDER AND SOCIAL NORMS Social norms refer to the unwritten rules and accompanying behaviors that govern social behavior,perceptions,and conduct.They shape how people behave and how

263、 people expect others to behave(Burjorjee,El-Zoghbi,and Meyers 2017).These informal rules are often highly gendered in that different norms apply to men,women,boys,and girls,and they impact individuals lives to resonate in varying ways.In many countries,social norms determine womens education level,

264、their ability to earn income,make financial decisions,and their access to technology.These social norms also influence the access,usage and benefits of financial services and products(Koning,Ledgerwood,and Singh 2021).A study conducted in India found that even when women were permitted to use smartp

265、hones,they were restricted to only speak with family members.In contrast,men used their smartphones for socializing,work and entertainment(Scott et al.2021).Despite women being online or having a mobile device,social norms can lead to a situation were using technology and owning a mobile device migh

266、t be perceived as engaging in a negative behavior(Barboni et al.2018).One of the few studies focusing on the digital lives of adolescent girls by Vodafone Foundation and Girl Effect identified that girls have often internalized negative ideas that mobile devices and the Internet are unsafe spaces fo

267、r and the use might socially isolate them from their families and peers(Girl Effect and Vodafone 2018).Men might act as gatekeepers of womens decision-making and of technology,whereby they forbid women to use mobile phones,controlling and restricting their access and use(Girl Effect and Vodafone 201

268、8).Particularly in South Asia,women often report that male family members forbid them the use of mobile or the Internet(Tyers et al.2021).The lack of family approval plays a considerable role in preventing womens use of mobile Internet and devices.In a study by GSMA,lack of family approval ranked in

269、 the top three barriers to mobile ownership for women in Nigeria,Bangladesh and Pakistan.In Pakistan,it was the most frequently cited individual barrier,reported by 35 per cent of women who do not own a phone compared to just three per cent of men(GSMA 2022b).Across India,“women risk damaging their

270、reputation if they use or own a mobile phone”because their families fear that womens use of mobile phones could encourage promiscuity or challenge traditional societal norms(Laghaei,Meltzer,and Ondili 2021).In contrast,other studies suggest that owning a mobile phone,as well as knowing how to operat

271、e it,can increase the social and community status of women.This is especially the case in the context of women running a business or engaged in entrepreneurship activities(Cummings and ONeil 2015).23Key Barriers to Womens Digital Literacy4.5LIMITED DIGITAL AWARENESS AND LOW LEVELS OF DIGITALCONFIDEN

272、CE Women tend to have a lower level of understanding of the potential of the Internet than men,and therefore perceive it as lacking value to them personally(Sey and Hafkin 2019).Low levels of digital confidence also inhibit the use of digital devices and services for women and girls.Underpinned by s

273、ocial norms,women tend to perceive that the Internet and associated content is not relevant to them.This likely contributes to fewer women aspiring to use digital technologies and obtain digital skills.Additionally,a lack of self-confidence in using mobile phones acts as a barrier for women(GSMA and

274、 LIRNEasia 2016).GSMA has found that women who have limited skills tend to limit their use of applications on mobile devices to so-called“applications islands,”due to their inability to transfer their skills to new applications.A 2023 GSMA report highlighted the barriers that micro-entrepreneurs fac

275、e when using digital products and services.Women micro-entrepreneurs often lack confidence and familiarity with mobile services,such as mobile Internet and mobile money.Even if they are aware of these services,they may not grasp how these tools can benefit their businesses,and they may hesitate to u

276、se them independently.For instance,30 percent of Indonesian women and 28 percent of Senegalese women who know about mobile Internet but do not use it cited difficulty in accessing it on a mobile device as a major barrier.Similarly,41percent of Senegalese women who have heard of mobile money but do n

277、ot have an account mentioned challenges in using a phone or fear of making mistakes as reasons for not having an account(GSMA 2023).4.6LACK OF APPROPRIATE DESIGN AND RELEVANT CONTENT The lack of appropriate design,relevant content,and diverse local languages on end-user devices hinder women from eng

278、aging with technology and the Internet.Lower access to smartphones and different usage preferences creates additional barriers for women to understand and interact with content.Often,poorly designed handsets combined with irrelevant content and a lack of diverse local languages on end-user devices c

279、reates more barriers for women than for men(Girl Effect and Vodafone Foundation 2018).Due to limited experience and less expensive and sophisticated handsets,many women use a narrower range of digital servicesprimarily voice and text messaging functions.Women also tend to use digital services less o

280、ften and less intensively than men(The Web Foundation 2015).24What Works to Advance Womens Digital Literacy?A Review of Good Practices and ProgramsTable 5:Common Definitions for Online ViolenceTermDefinitionRelated Terminology Technology-facilitated gender-based violenceAn action by one or more peop

281、le that harms others based on their sexual or gender identity or by enforcing harmful gender norms.This action is carried out using the Internet and/or mobile technology and includes stalking,bullying,sexual harassment,defamation,hate speech and exploitation(Hinson et al.2018).Cyber violenceGender-b

282、ased violence that is perpetuated through electronic communication and the Internet(Becke,Lilleston,and McCleary-Sills 2018;European Agency for Fundamental Rights 2015).Online violence,digital violence,digital abuse,cyber violence against women and girls,cyber abuse,cyber aggression,technology-relat

283、ed violence.Arifu,a Nairobi-based social enterprise,found through its research that women generally spend more time completing modules and revisiting content than men.Analyzing womens learning and engagement behaviors with digital content can provide valuable insights for enhancing content appeal an

284、d relevance,ultimately improving digital skills materials(Arnold and Venhatesan 2021).According to the GSMA,women who do not use mobile phones and those who do not borrow mobile devices generally have lower levels of education.Less educated women are more likely to express difficulties in using mobi

285、le phones and the Internet,facing challenges related to technical literacy,understanding content,and self-confidence(GSMA 2024a).4.7CONCERNS AROUND ONLINE SAFETY AND SECURITY Women and girls face a higher safety and security risks than men associated with online and mobile access.These concerns hind

286、er womens and girls use of technology and create an additional burden and barrier.No standard definition of online violence exists.Several international and non-governmental actors have attempted to create definitions and related terminology(See Table 5).For example,the International Center for Rese

287、arch uses technology-facilitated gender-based violence to refer to an action carried out using the Internet and/or mobile technology that harms someone because of their sexual or gender identity(Hinson et al.2018).This definition aims to capture the broad spectrum of violence that shifts from online

288、 spaces into physical ones and vice versa.Cyber violence is another commonly used term,referring to gender-based violence perpetuated through electronic communication and the Internet(Hammond et al.2022).25Key Barriers to Womens Digital LiteracyThere are also several overlapping behaviors commonly a

289、ssociated with online violence,such as cyber harassment,cyber stalking,cyberbullying,doxing and non-consensual dissemination of intimate images(See Table 6).Table 6:Behaviors Commonly Associated with Online Violence8 As defined in European Institute for Gender Equalitys Thesaurus,s.v.“Revenge porn.“

290、https:/eige.europa.eu/publications-resources/thesaurus/terms/1488.TermDefinitionRelated Terminology Cyber harassment Unwanted offensive and sexually explicit emails or text messages;inappropriate advances on social networking sites;threats of physical or sexual violence by email or text message;Hate

291、 speech,meaning language that denigrates,insults,threatens or targets an individual based on her identity(gender)and other traits(such as sexual orientation or disability).Electronic harassment,Internet harassment,cyber gender harassment,cyber/online sexual harassment,technology-related/cyber violen

292、ce against women and girls Cyber stalking Cyber stalking is stalking through email,text(or online)messages or the Internet.Stalking involves repeated incidents,which may or may not individually be innocuous acts,but combined undermine the victims sense of safety and cause distress,fear,or alarm.Send

293、ing emails,text messages or instant messages that are offensive or threatening;posting offensive comments about the respondent on the Internet;sharing intimate photos or videos of the respondent,on the Internet or by mobile phone.Online stalking,digital stalkingCyber bullyingAn aggressive intentiona

294、l act carried out by a group or individual,using mobile phones or the Internet,repeatedly and over time against a victim who cannot easily defend him or herself.Electronic bullying,Internet bullying,cyber aggression,online bullying DoxingThe publication on-line of personal information from the victi

295、m without any consent.Non-consensual dissemination of intimate imagesThe online distribution of sexually graphic images or videos without the consent of the individual appearing in the images.The perpetrator is often an ex-partner posting intimate relationship pictures in retaliation for conflict or

296、 breakup.In other cases,images are obtained by hacking into the victims computer,social media accounts or phone.The term includes the action of publishing the images online and threats to the victim regarding the publication of intimate material.Revenge porn8,non-consensual pornographySources:Hinson

297、 L,Mueller J,OBrien-Milne L,Wandera N.(2018).Technology-facilitated gender-based violence:What is it,and how do we measure it?Washington,DC:International Center for Research on Women;European Institute for Gender Equality(EIGE).Cyber violence.https:/eige.europa.eu/thesaurus;Backe,Emma Louise,Pamela

298、Lilleston,and Jennifer McCleary-Sills(2018).“Networked Individuals,Gendered Violence:A Literature Review of Cyberviolence.”Violence and Gender 5,no.3:135-146;European Agency for Fundamental Rights(2015)Violence Against Women:An EU wide survey.Luxembourg:Publications Office of the European Union;Cass

299、idy,Wanda,Chantal Faucher,and Margaret Jackson(2013).“Cyberbullying among youth:A comprehensive review of current international research and its implications and application to policy and practice.”School Psychology International 34,no.6:575-612.;European Institute for Gender Equality(EIGE).Revenge

300、porn.https:/eige.europa.eu/thesaurus/terms/1488.26What Works to Advance Womens Digital Literacy?A Review of Good Practices and ProgramsAdditionally,a term closely related to gender-based online violence is“gendered disinformation.”Although there is no universally accepted definition,several working

301、definitions have emerged.A widely used definition characterizes gendered disinformation as an umbrella term for“information activities(creating,sharing,disseminating content),which attacks or undermines people on the basis of their gender;weaponizes gendered narratives to promote political,social or

302、 economic objectives”(Judson etal.2020).A recent UN report by the Special Rapporteur on the promotion and protection of the right to freedom of opinion and expression highlights gendered disinformation as a targeted strategy against women and gender nonconforming individuals.Like other forms of disi

303、nformation,it spreads false or misleading information with the intent to harm both individuals and society.Gendered disinformation is characterized by falsity,malign intent,and coordinated efforts.It not only undermines free expression but also reinforces systemic barriers to gender equality,posing

304、threats to the safety and health of those affected(Khan 2023).Online violence,particularly in LMICs,is under-researched.However,available data from high-income countries indicate that this form of violence is prevalent.A survey of over 40,000 women from 28 countries across the European Union finds t

305、hat 11 percent of women have experienced cyber harassment,specifically receiving offensive,unwanted or explicit emails or text messages since the age of15.Women between 18 and 29 years are found to have the highest risk of online violence in Europe with 4 percent reporting experiences of cyberstalki

306、ng a year before the survey;this figure was less than 1 percent for women over 60years old(European Agency for Fundamental Rights 2015).Other studies have also provided deeper insights.An innovative web-based study across 15 low-and middle-income countries with responses from over 40,000 Internet us

307、ers found that nearly 40 percent of all respondents reported that they do not feel safe from harassment and violence while they are online,and 22 percent indicated that they have personally experienced some form of online violence.Women were more likely to report that online violence perpetrated aga

308、inst them was linked to their sex.The respondents from the MENA region felt the least safe(American Bar Association Rule of Law Initiative,RIWI Corp,and USAID 2019).A 2017 study from Pakistan measured womens experiences of online violence and found that 40 percent of women have faced various forms o

309、f harassment on the Internet,and most were related to harassments on Facebook.Due to the issue of under-reporting in these studies,the figures reported are likely to be underestimated.The same study in Pakistan found that when women were asked why they did not report harassment,45 percent suggested

310、that it was embarrassing to do so,47 percent thought that it was because they thought 27Key Barriers to Womens Digital Literacytheir complaints would not be taken seriously,and 9 percent thought that it would be a waste of time(Digital Rights Foundation 2017).Although there is limited available evid

311、ence regarding the effects of actions like online harassment and cyberstalking,smaller research efforts are beginning to contribute to our understanding.These initiatives suggest a variety of consequences,including self-censorship,which results in the suppression of womens voices and their reduced i

312、nvolvement in public discourse(Hammond et al.2022).The Web Foundation found that 59 percent of young women who experienced online abuse say that it has affected their emotional and/or physical well-being and their relationships,reduced their confidence in using the Internet,and made them less capabl

313、e than others(The Web Foundation 2020).The risks around safety,security and harassment are especially acute for social media use,harassment from strangers via unsolicited calls,online messages,text messages and cyberbullying.Sixty-eight percent of reported online abuse of women and girls takes place

314、 on social media platforms,making social media especially unsafe for women.This is especially the case for countries and regions where gendered social norms prescribe what women should and should not do(The Web Foundation 2020).Since many women have lower levels of literacy,a smaller social circle a

315、nd less access to external information sources than men,they often face an increased risk of misinformation when online.This problem is particularly prevalent in areas with lower literacy levels where misinformation can spread rapidly online and offline.In India,for example,the use of social media p

316、latforms like Facebook and WhatsApp to disseminate false information has become a trend that misleads people and threatens the safety and security of individuals and entire communities.This deliberate targeting through false propaganda can have severe consequences(Krishnan 2017).Deliberate targeting

317、 through false propaganda can have far-reaching consequences.We witnessed this during the COVID-19 pandemic,where false information spread on social media undermined institutional trust and leading to misinformation about the virus,treatment and vaccines(Ennab et al.2022).The impact also goes beyond

318、 institutions and extends to the lives of individuals(Krishnan 2017).For example,in 2018,misinformation shared on WhatsApp led to a fatal mob attack that killed a young man and injured two others in Southern India(Samuels 2020).In recent years,various initiatives to combat misinformation and the spr

319、ead of false narratives have been established.One meaningful step was the establishment of the International Fact-Checking Network in 2015.The network monitors trends in the fact-checking field,sharing best-practices,and providing support to more than 100 fact-checking all over the world.9 In respon

320、se to the 9 For more information about the International Fact-Checking Network,see Poynters website at https:/www.poynter.org/ifcn/about-ifcn/.28What Works to Advance Womens Digital Literacy?A Review of Good Practices and Programsfatal incidents in India in 2018,WhatsApp restricted the message forwa

321、rding option by limiting it to five chats and labeling these messages as a“forwarded message”.The company also launched an information and awareness campaign and has been working together with the Network to continue monitoring its platform for misinformation(WhatsApp 2018).While it becomes increasi

322、ngly difficult to verify information for individuals with basic education levels in urban areas,women in rural regions might be at an even greater disadvantage when wanting to verify and access reliable information first-hand due to lack of other information sources.29What Works to Address These Bar

323、riers?5.What Works to Address These Barriers?This chapter provides a review of the evidence on what works to address the barriers that likely hinder womens digital literacy.By drawing on available studies and research,this chapter takes a broad view in analyzing general strategies that have successf

324、ully improved womens digital literacy and highlighting actionable insights for policymakers and practitioners.These strategies aim to enhance inclusive digital connectivity and implementing gender-smart digital skills training programs,specifically for low-income women.Key approaches include increas

325、ing access to public Internet points,providing end-user equipment,enhancing technology skills training with information and content relevant to womens lives,engaging gatekeepers,countering gender stereotypes,facilitating access to role models and mentors,considering barriers such as transportation,c

326、hildcare and time constraints,prioritizing mobile literacy,and improving online safety and security.In-depth assessment of the efficacy of distinct program design elements is later presented in Chapter 6.5.1EXPAND INCLUSIVE DIGITAL CONNECTIVITY Increase Access to Public Internet Access Points(PIAPs)

327、Many countries have tried to reduce the financial barriers to access the Internet by providing PIAPs in public and/or community settings(Alonso 2023).Globally,53.4 percent of countries in 2022 provided free Internet access through kiosks,community centers,post offices,libraries,public spaces or free

328、 Wi-Fi(UN-DESA 2022).Understanding and reaping the benefits of digital technologies often start with collective use at an Internet cafe or in a community center,library,school,or university,and progresses towards private use in the home.Therefore,PIAPs serve as a key entry point to introduce people

329、to ICTs(Lopez-Sintas,Lamberti,and Sukphan 2020).In Nicaragua,Pro Mujer provides connectivity in Pro Mujer centers to allow their beneficiaries,mostly women,to access the Internet(EQUALS and GSMA 2019).30What Works to Advance Womens Digital Literacy?A Review of Good Practices and ProgramsHowever,ther

330、e are also some constraints to consider.For instance,women might not feel these spaces are designed for them.A study in South Africa and Tanzania found that although community telecenters are conceptualized by development agencies and governments as spaces that all community members can go to and ac

331、cess ICTs,women in rural communities viewed the telecenters as places for“other”peoplemostly students and educated people.This preconception prevented the women from using and benefiting from the telecenters(Chigona,Mudavanhu,and Lwoga 2016).Consequently,practitioners need to design spaces that enha

332、nce womens and girls access to and use of the Internet with their needs and preferences in mind.Considering womens time constraints when setting opening hours and ensuring the presence of female staff during peak times when women use these spaces is also key.This approach aims to enhance womens comf

333、ort and use of these facilities(World Bank 2018).Enable Access to End-User Equipment and DevicesEnd-user devicessuch as desktop computers,laptops,tablets,mobiles,and smartphonesare key to access the Internet.In LMICs,mobile phones are the primary method by which most people access the Internet,and having a mobile phone or a personal computer at home increases the likelihood of having Internet acce