Designing contextual digital-skills training for low-resource communities
Evidence from coastal youth in South Sulawesi
Bibliographic Data
| ID | 21501162 |
|---|---|
| Authors | Hasmin Tamsah (0000-0002-9570-9658, Graduate School, Universitas Hasanuddin), Hasmin Hasmin (Hasanuddin University, corresponding author), Jumiaty Nurung (0000-0003-4366-8716, Sekolah Tinggi Ilmu Ekonomi Amkop Makassar), Wadzibah Nas (0000-0001-6295-4473, Hasanuddin University), Abdul Latief R (0009-0005-0278-7964, Sekolah Tinggi Ilmu Ekonomi Amkop Makassar), Muhammad Zarrar Al Faruq Hasmin Tamsah (0009-0007-8105-8982, Hasanuddin University) |
| Year | 2026 |
| Publication date | 2026-01-23 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Information Development (JOURNAL) |
| Journal identifiers | ISSN: 0266-6669 • E-ISSN: 1741-6469 |
| Publisher | SAGE Publications (PUBLISHER • US) |
| DOI | 10.1177/02666669251413702 |
| OpenAlex | W7125474402 |
| Language | EN |
| References cited | 32 |
This study examines how social barriers and digital inequality constrain low-income coastal youth in South Sulawesi, Indonesia, from accessing post-secondary learning. Integrating human capital theory, social capital theory, and the technology acceptance model, we propose a context-sensitive framework for digital skills training in resource-constrained ecosystems. Using an exploratory multi-site qualitative design (semi-structured interviews and focus group discussions (FGDs) across three coastal settings), we identify intertwined constraints—device scarcity, high data costs, low digital readiness, and weak curricular relevance. We advance three design pillars: (1) locally contextualized curricula aligned with livelihood niches; (2) community-anchored co/peer learning with legitimate bridging actors; and (3) low-bandwidth, offline-first microlearning with lightweight assessments. These elements are likely to strengthen bonding, bridging, and linking social capital, which may improve participation, retention, and sustainability. We provide a logic model and SDG-aligned indicators (e.g., device-loan uptake, learning hours, data cost per learner) to guide information and communication technologies for development (ICT4D) stakeholders
Curriculum · Digital divide · Exploratory research · Focus group · Livelihood · Qualitative property · Qualitative research · Social capital · Gender and Technology in Education · Global Educational Policies and Reforms · ICT in Developing Communities
Digital inequality beyond the digital divide
Bowling alone
Thematic Analysis
Transcending university boundaries
Adopting Digital Tools in Higher Education
Revisiting the development trajectory of the digital divide
“Periphery-Centric” Approach as a Tactic for Everyday Digital In- and Exclusion of Indonesian Villages
A Flexible Framework Integrating Digital and Social Competences in Vocational Education Across Diverse Contexts
Unveiling Disability Empowerment
The growing digital divide in education among primary and secondary children during the Covid-19 pandemic
Spatiotemporal investigation of the digital divide, the case study of Iranian Provinces
Digital exclusion and poverty in the UK
Raising awareness about social exclusion in schools through experiential learning
The outcomes of gaining digital skills for young people’s lives and wellbeing
ICT training in Spanish non-formal education
Telecommunications and natural disasters in rural Australia
Digital skills of and for lives marked by vulnerability
Socially isolated and digitally excluded. A qualitative exploratory study of the lives of Roma teenage mothers during the Covid-19 lockdown
Internet over the ocean
Improving Competitiveness Through Vocational and Higher Education
| Highly cited | No |
|---|