Development and Implementation of a Need-Based Digital Literacy Training Program for Rural Women: Evidence from Haryana, India
Meenu
*
Department of Resource Management and Consumer Science, I.C. College of Community Science, Chaudhary Charan Singh Haryana Agricultural University, Hisar, India.
Kavita Dua
Department of Resource Management and Consumer Science, I.C. College of Community Science, Chaudhary Charan Singh Haryana Agricultural University, Hisar, India.
Yashpal Yadav
Department of Farm Machinary and Power Engineering, College of Technology and Engineering Maharana Pratap University of Agriculture & Technology, Udaipur, India.
Reenu Pindar
Department of Human Development and Family Studies, I.C. College of Community Science, Chaudhary Charan Singh Haryana Agricultural University, Hisar, India.
*Author to whom correspondence should be addressed.
Abstract
Background: Digital literacy is defined as the ability to access, understand and use digital technologies effectively for communication, information retrieval and participation in socio-economic activities. The increasing use of smartphones and internet services has highlighted the need for need-based digital literacy training programs to enhance the digital skills and socio-economic empowerment of rural women in Haryana.
Aims: The present study aimed to develop and implement a need-based digital literacy training program for rural women and to assess their participation and perception towards the training program.
Study Design: The study followed an experimental research design using a participatory training approach.
Place and Duration of Study: The study was conducted in selected villages of Agroha and Barwala blocks of Hisar district, Haryana during the year 2023-24.
Methodology: A purposive sample of 50 rural women was selected on the basis of willingness to participate in digital literacy training and availability of smartphones. A structured training module was developed in consultation with subject experts based on the learning needs identified during the baseline survey. The ten-day training program included sessions on smartphone operations, communication platforms, digital payments, e-commerce applications, educational apps and cyber safety practices. Participation and perception of respondents were assessed using a three-point rating scale. Data were analyzed using frequency, percentage, mean scores and ranking techniques.
Results: The findings revealed that hands-on practice received the highest participation score (Mean = 2.82), followed by demonstration (Mean = 2.70). Among training topics, communication platforms recorded the highest participation (Mean = 2.85), followed by digital payment applications (Mean = 2.78). Respondents perceived the training as easy to understand (Mean = 2.80) and appreciated the clarity of instruction provided during the sessions (Mean = 2.75). The training program significantly improved familiarity and confidence of rural women in using smartphones and digital applications.
Conclusion: The study demonstrated that need-based and participatory digital literacy training programs can effectively enhance digital awareness and practical digital skills among rural women. Community-based digital literacy initiatives may play an important role in promoting digital inclusion and socio-economic empowerment among rural women.
Keywords: Digital literacy, rural women, ICT, digital inclusion, women empowerment, participatory training, digital training.