| Abstract | The rapid integration of technology into educational systems has
highlighted a critical "digital literacy gap"—the disparity between required
21st-century digital competencies and the actual skills possessed by
students and educators. While digital literacy is essential for accessing
online information, communication, and navigating educational platforms,
significant inequalities exist across demographic, socioeconomic, and
geographical lines. Research indicates that merely increasing access to
devices does not equate to higher digital literacy; in fact, a "digital literacy
paradox" has been observed, where increased tech usage in schools has
sometimes coincided with declining digital competence. The gaps are
particularly pronounced in rural areas, where lack of infrastructure
hinders development. Furthermore, a disconnect exists between how
students perceive their digital skills and their actual proficiency, often
leading to overestimation of their abilities. Addressing these gaps requires
more than teaching basic, instrumental technology skills (keystrokes); it
necessitates fostering critical thinking, information evaluation, and ethical,
secure online behavior. Effective solutions involve incorporating tailored
digital literacy frameworks into curricula, providing comprehensive
teacher training, and implementing targeted interventions to bridge the
divide, ultimately ensuring equitable educational outcomes and workforce
readiness in a digitized society.
Key words : Digital Literacy, Education policy, Digital Divide, Digital
Financial Inclusion.
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