Digital Literacy as a Gateway to Lifelong Learning for Underprivileged Youth: Insights from a Case Study
DOI:
https://doi.org/10.51611/iars.irj.v16i1.2026.279Keywords:
digital literacy, lifelong learning, community learning centers, non-formal educationAbstract
This mixed-methods case study investigates digital literacy as a crucial gateway to lifelong learning among underprivileged youth aged 16 to 28. Focusing on participants at one Community Learning Center in Karachi, Pakistan, the research explores how acquiring digital skills fosters continuous learning tendencies within this demographic. Recognizing the critical role of digital skills in contemporary society and their potential to unlock continuous learning opportunities, this study applied a convergent parallel mixed-methods design. Two surveys administered to 135 youth quantitatively assessed their digital literacy levels using the Digital Literacy as a Gateway to Lifelong Learning for Underprivileged Youth Scale and their lifelong learning tendencies using the Adapted Lifelong Learning Tendency Scale (LLTS). Concurrently, semi-structured interviews were conducted with 15 selected participants and 3 center facilitators to gather qualitative insights into their experiences, perceptions, and the challenges faced. Findings indicate a significant positive correlation between digital literacy proficiency and higher lifelong learning tendencies among the youth. Qualitatively, participants reported increased confidence, expanded access to information and online courses, and enhanced self-directed learning behaviors as direct outcomes of their digital skill acquisition. Challenges such as limited access to personal devices, inconsistent internet connectivity, and the need for more advanced digital training persist. This study underscores the pivotal role of digital literacy in cultivating a culture of continuous learning among vulnerable youth, offering crucial implications for educational policy and program development in contexts aiming to empower disadvantaged youth, particularly through non-formal learning avenues.
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