Digital Literacy and Educational Empowerment Among Rural Women in Bangladesh: Bridging the Technology Access Gap

Authors

  • Ritesh Karmaker Nizam Uddin Ahmed Model College, Mymensingh, Sherpur-2100, Bangladesh
  • Vladimir M. Cvetković The University of Belgrade, Faculty of Security Studies, Gospodara Vučića 50, Belgrade, Serbia. Technical University of Leoben, Austria. http://orcid.org/0000-0002-3450-0658

DOI:

https://doi.org/10.18485/ijdrm.2025.7.2.13

Keywords:

digital literacy, technology access, rural education, gender inequality, digital divide

Abstract

This study explores how digital literacy influences the education and empowerment of rural women in Bangladesh from 2015 to 2024. Using data from surveys, semi-structured interviews, and focus groups, it examines how rural women access digital technologies, the challenges they face, and the social and educational benefits of increased digital engagement. Despite growth in digital literacy and ICT access over the past decade, rural women still face significant hurdles, including socioeconomic barriers, cultural and gender norms, limited digital infrastructure, high device costs, and unequal training opportunities. These structural issues, along with regional differences and low digital awareness, continue to widen the gender digital divide. The findings show that digital literacy significantly enhances educational participation, access to online learning, communication, and opportunities for income generation and entrepreneurship. The COVID-19 pandemic has further highlighted the importance of digital skills for maintaining educational continuity and for remote service access. However, participation remains uneven, especially among the most marginalized rural groups. The study emphasizes the need for targeted, gender-sensitive digital literacy programs that address affordability, connectivity, and cultural barriers. It also recommends policies to improve rural ICT infrastructure, expand community-based training, and foster inclusive digital ecosystems. Overall, this research provides new empirical evidence, showing that digital literacy—when combined with accessible infrastructure and culturally appropriate programs—can be a powerful tool for closing educational gaps, enabling socioeconomic mobility, and advancing gender equality in rural Bangladesh.

Author Biography

Vladimir M. Cvetković, The University of Belgrade, Faculty of Security Studies, Gospodara Vučića 50, Belgrade, Serbia. Technical University of Leoben, Austria.

Assoc. Prof. (Disaster Risk Management) at the University of Belgrade, Faculty of Security, and has been engaged in research in the field of disaster studies for 15 years. He has published over 250 research papers and 20 scientific monographs. He is the founder of the Scientific Professional Society for Disaster Risk Management in Serbia, the International Institute for Disaster Research, and Editor-in-Chief of the International Journal of Disaster Risk Management.

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2025-12-24

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Karmaker, R., & Cvetković, V. M. (2025). Digital Literacy and Educational Empowerment Among Rural Women in Bangladesh: Bridging the Technology Access Gap. International Journal of Disaster Risk Management, 7(2), 239–262. https://doi.org/10.18485/ijdrm.2025.7.2.13

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Vol. 7 No. 2 (2025): International Journal of Disaster Risk Management

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Copyright (c) 2025 Vladimir M. Cvetković, Ritesh Karmaker

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