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> **来源：[研报客](https://pc.yanbaoke.cn)** # What Works to Advance Women's Digital Literacy A Review of Good Practices and Programs # Table of Contents # Acknowledgments vi # About G2Px vii # Abbreviations viii # Executive Summary # 1. Introduction 1 1.1 Methodology 3 Literature Review and Data Analysis 3 Program Analysis: Designing Digital Literacy Programs 4 Scope and Limitations 5 # 2. Key Concepts and Definitions 6 2.1 Digital Literacy 6 Relevant Digital Skills Frameworks 8 European Commission's Digital Competence Framework for Citizens 8 UNESCO's Digital Literacy Framework 9 2.2 Digital Financial Literacy 9 2.3 Digital Financial Capability 10 2.4 The Landscape of Definitions 10 # 3. The State of Women's Digital Literacy 13 3.1 Where do we stand globally on digital literacy? 13 # 4. Key Barriers to Women's Digital Literacy 16 4.1 Insufficient Digital Connectivity 16 4.2 Affordability Constraints 17 4.3 Low Levels of Education 19 4.4 Restrictive Gender and Social Norms 22 4.5 Limited Digital Awareness and Low Levels of Digital Confidence 23 4.6 Lack of Appropriate Design and Relevant Content 23 4.7 Concerns Around Online Safety and Security 24 # 5.What Works to Address These Barriers? 29 5.1 Expand Inclusive Digital Connectivity 29 Increase Access to Public Internet Access Points (PIAPs) 29 Enable Access to End-User Equipment and Devices 30 Improve Affordability through Demand- and Supply-side Measures 31 5.2 Implement Gender-Smart Digital Skills Training Programs 33 Provide Information and Develop Content Relevant to Women's Lives 33 Engage Gatekeepers 35 Combat Restrictive Gender Stereotypes and Social Norms 37 Facilitate Access to Role Models and Mentors 38 Provide Transportation, Childcare, Meals, and Flexible Schedules 39 Prioritize Mobile Literacy 40 Improve Online Safety and Security 40 # 6. Designing Women's Digital Literacy Programs 42 6.1 Delivery Channels 43 Global Evidence on Delivery Channels 43 Good Practices & Promising Approaches for Delivery Channels 44 Print Media 44 Broadcast 44 Digital Channels 45 6.2 Instructional Approaches 54 Global Evidence on Instructional Approaches 55 Good Practices & Promising Approaches for Instructional Approaches 55 Classroom-Based 55 Group-Based 56 Peer-Based 59 Training-of-Trainers 60 6.3 Learning Models 62 Global Evidence on Learning Models 62 Good Practices & Promising Approaches for Learning Models 63 Learning-by-Doing 63 64 Edutainment and Gamification 64 Personalized Content 66 Nudges and Behavioral Design 67 6.4 Wraparound Features 68 Global Evidence on Wraparound Features 68 Good Practices & Promising Approaches for Wraparound Features 69 Mentorship and Role Models 69 Community-Based Interventions 72 Engaging Gatekeepers 73 Providing Transportation, Childcare, Meals, and Flexible Schedules 74 6.5 Sector-Specific Use Cases 75 Good Practices and Promising Approaches for Sector-Specific Use Cases 76 Entrepreneurship and Business Skills Development Programs 76 Social Assistance Programs 79 6.6 Gender-Inclusive Digital Financial Services 83 Global Evidence on Gender-Inclusive Digital Financial Services 84 Good Practices & Promising Approaches for Gender-Inclusive Digital Financial Services 84 Women-Centered Products and Services 84 Women Agents 86 7. Conclusion 91 7.1 Summary of Evidence 91 Delivery Channels 91 Instructional Approaches 92 Learning Models 92 Wraparound Features 92 7.2 Driving Progress Through Research 93 Appendix A: Global Mapping of Programs 95 Appendix B: Multidimensional Framework for Digital Literacy 108 Appendix C: Evidence Summary Table 110 Appendix D: Digital Literacy Toolkits 115 References 116 # BOXES Box 1 Feature vs. Smartphone Usage 18 Box 2 Maisha Ni Digital Campaign 31 Box 3 Arifu Digital Learning and Training Content 34 Box 4 Social Norms Intervention in the Democratic Republic of Congo 37 Box 5 Vodafone's India Sakhi Sakhi Mobile-Based Safety Service 41 Box 6 Digital Literacy: Intel's She Will Connect, Kenya, Nigeria, South Africa 46 Box 7 Digital Financial Capability: Arab Women's Enterprise Fund and Tasaheel Microfinance Company, Egypt 47 Box 8 Digital Financial Capability: Hey Sister! USAID and Strategic Impact Advisors, Africa Region 48 Box 9 Digital Literacy: UN Refugee Agency, Global 50 Box 10 Digital Financial Capability: Government of Zambia, UNCDF and Viamo 50 Box 11 Digital Literacy: Vodafone Egypt Foundation's Knowledge is Power Initiative 52 Box 12 Digital Literacy: Rural Distribution Network by the Self-Employed Women's Association, India 53 Box 13 Digital Financial Capability: WomenLink II, India and the Philippines 54 Box 14 Digital Financial Capability: National Peace Hut Women of Liberia, UN Women and Orange Foundation 55 Box 15 Digital Literacy: Basic Digital Literacy for Rural Clusters in Northern Nigeria 57 Box 16 Digital Literacy: Digital Life Program, Kenya 57 Box 17 Digital Financial Capability: BRAC Skakti, Bangladesh 58 Box 18 Digital Financial Capability: Herfinance Digital Wages, Bangladesh 60 Box 19 Digital Literacy: Gina Mata, Gina Al-Umma, Nigeria 61 Box 20 Digital Financial Capability: Hope Town Hero App, Philippines 65 Box 21 Digital Literacy: Digital Opportunity Trust and EQUALS, Rwanda 70 Box 22 Digital Financial Capability: Cashpor and Eko Program, India 72 Box 23 Digital Financial Capability: ONOW Myanmar 76 Box 24 Digital Financial Capability: We Initiative, BLC Bank Lebanon 78 Box 25 Digital Financial Capability: BOMA Pilot, Kenya 79 Box 26 Digital Financial Capability: The Capacity Building for Entrepreneurs Program, Sierra Leone 81 Box 27 Digital Financial Capability: The Safety Net for Human Capital Project (Baxnaano), Somalia 82 Box 28 Digital Financial Capability: The Digi#ances Project, Jordan 83 Box 29 Digital Financial Capability: Digital Literacy Training Program, AWEF and Tasaheel Microfinance Company, Egypt 85 Box 30 Digital Financial Capability: Sakhi, Vodafone Idea, India 86 Box 31 Digital Financial Capability: Female Agent Program, AWEF and Dinarak Jordan 87 Box 32 Digital Financial Capability: The Community Agent Network (CAN), the Philippines 88 Box 33 Digital Financial Capability: Business Women Connect, Mozambique 90 # FIGURES Figure 1: Youth and adults who can copy or move a file or folder, by sex (percentage) 14 Figure 2: Proportion of youth and adults who can send emails with attached files, by sex (percentage) 14 Figure 3: Proportion of youth and adults who can connect and install devices, by sex (percentage) 15 # TABLES Table 1: Program Design Framework xiii Table 2: DigComp 2.2 Conceptual Model 8 Table 3: UNESCO Supplementary Competence Areas to DigiComp 9 Table 4: The Landscape of Definitions 11 Table 5: Common Definitions for Online Violence 24 Table 6: Behaviors Commonly Associated with Online Violence 25 Table 7: Program Design Framework 43 Table 8: Digital Literacy Programs: AFR Region 95 Table 9: Digital Literacy Programs: MENA Region 97 Table 10: Digital Literacy Programs: SAR Region 97 Table 11: Digital Literacy Programs: EAP Region 98 Table 12: Digital Literacy Programs: ECA Region 99 Table 13: Digital Literacy Programs: Worldwide 100 Table 14: Digital Financial Literacy Programs: AFR Region 101 Table 15: Digital Financial Literacy Programs: MENA Region 102 Table 16: Digital Financial Literacy Programs: LAC Region 104 Table 17: Digital Financial Literacy Programs: SAR Region 104 Table 18: Digital Financial Literacy Programs: EAP Region 105 Table 19: Digital Financial Literacy Programs: ECA Region 106 Table 20: A Multidimensional Framework for Digital Financial Literacy 108 Table 21: Evidence Summary Table 110 Table 22: Resources: List of Toolkits for Program Designers 115 # Acknowledgments The What Works to Advance Women's 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 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 Kadam, Siddhartha Raja, Clara Stinshoff, Georgina Marin, and Minita Varghese. # About 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 adults are receiving payments from their governments—whether through public sector wages, pensions, sectoral subsidies, or social protection programs—an increase of 400 million from just four years earlier (Demirguc-Kunt et al. 2022). The increasing scale of these government-to-person (G2P) payments offers a huge opportunity to improve financial inclusion, advance women's 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 leader 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 assessing 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, financial 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. # Abbreviations 2G Second generation of broadband cellular network technology, preceding 3G 3G Third generation of broadband cellular network technology, succeeding 2G and preceding 4G 4G Fourth generation of broadband cellular network technology, succeeding 3G and preceding 5G A4AI Alliance for Affordable Internet AFR Africa Region App Application, a software program downloaded by a user to a mobile device AWEF Arab Women's Enterprise Fund CARE Cooperative for Assistance and Relief Everywhere DFS Digital Financial Services DigComp The Digital Competence Framework for Citizens EAP East Asia Pacific Region ECA Europe and Central Asia Region G2P Government-to-person (payment) G2Px A World Bank initiative improving government-to-person payments GDP Gross Domestic Product GSMA Global System for Mobile Communications Association ICT(s) Information and Communication Technolog(y/ies) IFC International Finance Corporation ITU International Telecommunication Union IVR Interactive Voice Response LAC Latin America and the Caribbean Region LMICs Low- and Middle-Income Countries Mbps Megabytes per second MENA Middle East and North Africa Region MISTT Mobile Internet Skills Training Toolkit MSME Micro, Small, and Medium Enterprises NGO Nongovernmental Organization OECD Organisation for Economic Co-operation and Development P2P Person-to-person (payment) PIAP(s) Public Internet Access Point(s) PoP App Package of Practice App, an application designed to develop users’ digital financial services skills RUDI Rural Distribution Network, program in India SAR South Asia Region SDG(s) Sustainable Development Goal(s) SEWA Self-Employed Women’s Association of India SIM Subscriber Identity Module SMS Short Messaging Service STEM Four closely connected areas of study: Science, Technology, Engineering, and Mathematics UN United Nations UNCDF United Nations Capital Development Fund UNDP United Nations Development Program UNESCO United Nations Educational, Scientific and Cultural Organization USAID United States Agency for International Development # Executive Summary Women 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 15 percent less likely than men to use mobile 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 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 Women's Digital Literacy report provides insights into the key barriers and promising approaches related to women's digital literacy and digital financial capability. It explores the challenges hindering women's adoption of digital literacy, ranging from insufficient broadband connectivity and affordability issues to restrictive 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 solutions for advancing women's digital literacy. # KEY BARRIERS TO WOMEN'S DIGITAL LITERACY This paper identifies seven fundamental barriers that hinder women's digital literacy. These fundamental barriers are: insufficient digital connectivity; affordability constraints; low levels of education; restrictive gender 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 women's digital inclusion. Many areas, particularly 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 coverage). Affordability constraints further exacerbate this disparity, especially for those living in rural areas or low-income households. 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). Globally, 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. Gender gaps in education manifest in disparities in adult literacy—this educational gap results in women lacking the necessary foundations to acquire digital skills and use digital technologies. Social norms often restrict women's access to technology, influencing their ability to earn income, make financial decisions and access technology. Limited digital awareness and low levels of digital confidence also hinder women's use of digital devices. Furthermore, lack of appropriate design and relevant content, combined with online safety and security concerns, considerably restrict women's online engagement. # WHAT 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 experimental 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 enhance women's digital connectivity. For instance, creating inclusive Public Internet Access Points (PIAPs) that cater to women's needs, like setting convenient operating hours and having female staff, can help more women feel comfortable using these facilities. End-user devices—such as desktop computers, laptops, tablets, mobiles, and smartphones—are 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 Kenya, initiatives like the introduction of the affordable Neon Ray smartphone by Safaricom and Google have proven effective, with women making up 54 percent of purchasers—95 percent of users increased their Internet use (GSMA 2021a). Additionally, addressing ICT affordability by lowering mobile data costs and providing innovative and trusted financing schemes for purchasing devices can further reduce barriers and encourage more women, especially in rural areas, to connect to the Internet. # Implement Gender-Smart Digital 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 Mexico's Prospera Digital and Telecentre Foundation have linked technology adoption to health information and tailored curriculum based on local women's feedback. Engaging men and gatekeepers, as seen in India's TEQtogether and Project Sampark, can foster community support and reduce cultural barriers. Addressing restrictive gender stereotypes and social norms, as demonstrated by Rwanda's 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 gatekeepers can enhance program success. Facilitating women's 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, and Gina Mata, Gina Al-Umma highlight the importance of female mentors, while initiatives like Ideário Hub and Banglalink offer flexible learning opportunities. Considering risks related to online violence is also key. Enhancing women's digital literacy and sharing information about safety measures, could help mitigate these risks. Furthermore, engaging gatekeepers and policymakers is essential to improve both offline and online safety. Vodafone's India Sakhi Sakhi Mobile-Based Safety Service is highlighted as a good practice. # DESIGNING DIGITAL LITERACY PROGRAMS This report presents an overview of good practices for designing basic digital literacy and financial capability training programs for women. Based on analysis of over 100 initiatives specifically targeting women's digital literacy and digital financial capability—including programs, case studies, toolkits, and design guidelines—the proposed framework presents design categories that highlight the most promising elements for practitioners and policymakers implementing digital literacy and digital financial capability training programs for women. Table 1: Program Design Framework Design Category Program Features DIGITAL LITERACY 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 applications (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 facilitate the actual learning process. ·Learning-by-Doing ·Bite-sized Learning ·Gamification and Edutainment ·Personalized Content ·Nudges and Behavioral Design Wraparound Features: The holistic program design features and logistical mechanisms that support and facilitate the learning process. ·Mentoring ·Community-Based Interventions ·Engaging Gatekeepers ·Providing Transportation, Childcare, and Meals DIGITAL FINANCIAL CAPABILITY PROGRAMS Sector-Specific Use Cases ·Entrepreneurship and Business Skills Development Programs ·Social Assistance Programs Gender-Inclusive Digital Financial Services ·Women-Centered Product and Service Design ·Women Agents In 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 possible, 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 aimed at improving women's 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 with promoting women's digital inclusion. Detailed information on the studies identified, including study descriptions and further insights, can be found in Appendix C: Evidence Summary Table. # Delivery Channels A training delivery channel refers to the medium through which training content or a learning 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 television 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 effective learning outcomes. # Instructional Approaches Instructional 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 several similar but distinct types of instructional approaches models: Classroom-based; Group-based; Peer-based; and Training-of-Teachers. # Learning Models Learning models refer to the types of pedagogical methods and strategies that facilitate the actual learning process. This includes specific elements integrated 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. Examples include gamifying learning content or breaking lessons into smaller, digestible segments for bite-sized learning. Depending on the program's goals, these approaches can be carefully selected and tailored to meet the needs of the learners. # Wraparound Features Integrating wraparound 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 women's interest, confidence, and aspirations to pursue various fields of study or professional development opportunities. They also help strengthen women's 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, and meals at training sites. Programs should also be designed to accommodate women's 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 learning environments where women feel safe, respected, and empowered. # AVAILABLE EVIDENCE SUPPORTING PROGRAM DESIGN This review highlights critical insights into the evidence base underpinning each design category, highlighting credible evidence and emphasizing research gaps where they exist. Under the first design category, Delivery Channels, one study provided credible evidence: a large-scale randomized controlled trial in Kenya assessing automated SMS-based business training through the ARIFU platform (Fuchs et al., 2022). The Instructional Approaches category is supported by two pilot evaluations emphasizing 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 effects—attending business counseling with a friend—enhanced women'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 (Giné and Goldberg, 2023). 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 increased productive goals, 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. The Wraparound Features design category shows promise in related domains. In Uganda, 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 improved women's sense of belonging and aspirations in STEM fields (Cheryan et al., 2013; Dasgupta, 2011; Stout et al., 2011). Programs targeting gatekeepers also demonstrated impact, such as Rwanda's Bandebereho intervention, which challenged gender norms, improved caregiving, and reduced intimate partner violence (Doyle et al., 2018). Wraparound services in Pakistan and Nigeria, including childcare and spousal involvement, enhanced women's entrepreneurial success (World Bank, 2019). # LOOKING AHEAD Overall, the What Works to Advance Women's Digital Literacy report contributes to the nascent research on advancing women's digital 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 strategies for improving women's 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 training-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 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 refine 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. # 1. Introduction Digital literacy is crucial in our tech-driven world. However, there is a sizeable gap in research and resources for fostering basic digital literacy, especially among women. Many people still lack access to digital tools, mobile Internet, a to engage in the digital economy. Notably, women face considerable inequalities in accessing 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, compared to 41 percent 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 level, women's 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 connectivity contributes to economic growth, poverty reduction, and job creation in LMICs (Hjort and Tian 2024). The Alliance 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 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 (GSMA 2024b). The digital disadvantage that women experience in many societies reflects both economic, social, and political inequalities. It is increasingly clear that women's education, work, and responsibilities (paid and unpaid), and the digital gender gap are closely related. Furthermore, due to disparities in economic opportunity, women often struggle with affording digital devices, data, and services. Restrictive social and gender norms—i.e. the social rules that guide women's behavior and shape expectations about what women should or should not do in a given context—also constrain their participation in the digital economy (Muñoz 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 basic 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, practical 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 globally 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, and 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, policymakers, 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 championing 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 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 research. 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. # 1.1 METHODOLOGY The What Works to Advance Women's Digital Literacy report aims to guide the development 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 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, with particular attention to women's 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 extended to factors influencing women's 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 knowledge 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 by the International Telecommunication Union (ITU), the United Nations Women's 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 Children's Fund (UNICEF), and the GSMA. These datasets and resources offered critical evidence on women's 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 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 capability, setting the stage for the analysis of the barriers that affect women in subsequent chapters. - Chapter 3, Global Context, provides an overview of the global digital divide, highlights the gender gap in basic digital skills, and explores its implications for women worldwide. - Chapter 4, Key Barriers to Women's 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 constraints, and access to technology. - Chapter 5, What Works to Address these Barriers, examines interventions and strategies that successfully remove barriers to women's digital literacy, as evidenced by available studies and research. # Program Analysis: Designing Digital Literacy Programs The second phase included analysis of over 100 programs designed and implemented by international organizations, governments, foundations, nonprofits, 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, and 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 note that this framework is not exhaustive and reflects the resources available during the research phase (2023-2024). 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 detailed 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 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 of 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, particularly those focused on women. Consequently, 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 Digital 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 summarizes the evidence supporting the identified design categories, emphasizes current gaps, and underscores the need for further research. # Scope and Limitations This report provides a comprehensive analysis of the issues surrounding women's basic digital literacy, with a primary focus on a global overview 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 literacy, 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 gap: 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 women's basic digital literacy. This gap underscores the need 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 development of effective interventions and address the barriers women face in acquiring digital literacy skills. # 2. Key Concepts and Definitions This section explores the evolving definitions of digital literacy, digital financial 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 Commission's widely used Digital Competence 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. # 2.1 DIGITAL LITERACY There are multiple definitions for the terms and concepts of 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 digital 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 terms 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 across 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 ability 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 online communities. Gilster's definition built on the concept of traditional 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 researchers 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 task. 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 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" (Law et al. 2018). The concept of digital competence is derived from the broader concept of competence, which pertains to the constellation of abilities and/or capacities embodied in successful activities (tasks) and outcomes. Therefore, this approach emphasizes a person's social and cultural context in performing a task, rather than reducing it to a list of abilities and capabilities (Hager and Beckett 1995). The European Commission uses the term digital competence, proposing the following definition: "Digital competence involves the confident, critical and responsible use of, and engagement with, digital technologies for learning, 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 questions, problem solving and critical thinking" (European Commission Directorate-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. This emphasizes that the concept of digital competence tends to be more focused on cognitive and social emotional aspects of working and living in a digital environment beyond simply having technical skills. # Relevant Digital Skills Frameworks # European Commission's Digital Competence Framework for Citizens The European Commission's Digital Competence Framework for Citizens (DigComp) has been widely adopted by many OECD countries and some Asian and 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, DigComp 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, and 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 2022). Table 2: DigComp 2.2 Conceptual Model Competence 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 content 2. Communication and Collaboration 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 technologies 2.5 Netiquette 2.6 Managing digital identity 3. Digital Content Creation 3.1 Developing digital content 3.2 Integrating and re-elaborating digital content 3.3 Copyright and licenses 3.4 Programming 4. Safety 4.1 Protecting devices 4.2 Protecting personal data and privacy 4.3 Protecting health and well-being 4.4 Protecting the environment 5. Problem Solving 5.1 Solving technical problems 5.2 Identifying needs and technological responses 5.3 Creatively using digital techn