From margins to mainstream: Paving the way to digital equity through digital literacy training programs

Abstract

This research examines the challenges and opportunities in implementing Digital Literacy Training Programs (DLTPs) in rural areas of India, focusing on bridging the digital divide. Drawing on Standpoint Theory, the study explores how stakeholders' social locations and identities shape their perspectives on DLTPs, highlighting power dynamics and intersectionality within program implementation. Through qualitative analysis, including interviews with district-level managers, trainers, trainees, and potential beneficiaries, the study uncovers critical challenges such as infrastructural issues, limited access to digital resources, and perceived usefulness barriers. The findings contribute to theoretical understandings of social justice and knowledge production, emphasising the importance of valuing diverse perspectives and addressing intersecting forms of privilege and oppression. The study's implications extend to policy and practice, advocating for increased investment in digital infrastructure, tailored program design, stakeholder collaboration, and targeted awareness campaigns to effectively address the digital divide and promote digital empowerment in rural India. Overall, this research offers critical insights into the complexities of DLTP implementation and its implications for digital inclusion and social change.