Title: Building bridges to digital inclusion: implications for curriculum development of digital literacy training programs

Authors: Heena Choudhary

Addresses: Department of Humanities and Social Sciences, Malaviya National Institute of Technology, Jaipur, India

Abstract: This paper presents a comprehensive literature review that explores the incorporation of digital literacy skills in digital literacy training program (DLTP) curricula targeting marginalised populations. Utilising UNESCO's digital literacy framework for global competence (DLGF) as a guiding framework, curriculum content mapping (CCM) was done on the 33 DLTP curricula to identify the emphasis placed on specific digital competences. The findings focus on developing information-seeking and communication or collaboration-based skills within DLTP curricula. However, the inclusion of skills related to creativity, critical reasoning, collaboration, and communication is relatively limited. The study highlights the importance of considering a wide range of digital skills in policy development and curriculum design. It calls for accurate definitions and inclusion of digital competencies in frameworks to guide program establishment and assessment. Recommendations include further research to validate and expand the global mapping of digital competencies in DLTP curricula, considering diverse target groups and the unique needs of marginalised populations in different countries.

Keywords: digital divide; digital literacy; marginalisation; training; curriculum; content mapping; review.

DOI: 10.1504/IJTEL.2024.139706

International Journal of Technology Enhanced Learning, 2024 Vol.16 No.3, pp.282 - 296

Received: 08 Jul 2023
Accepted: 23 Jul 2023
Published online: 05 Jul 2024 *

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