Digital Literacy and Adolescent Girls Empowerment in Nigeria: A Latent Class Analysis

Ronald Musizvingoza, United Nations University

This study investigates the link between digital literacy and empowerment among adolescent girls in Nigeria, using baseline data from the Adolescent Girls Initiative for Learning and Empowerment (AGILE) project, which included 8,223 girls aged 15-19. Through Latent Class Analysis (LCA), four digital literacy classes were identified: Beginners (22.8%), Intermediates (16.2%), Outsiders (55.8%), and Skilled (5.3%). Demographic factors, including urban residence, household wealth, and access to digital devices, significantly influenced class membership, with girls from wealthier, urban backgrounds more likely to be in the Skilled or intermediate classes. The study found that higher digital literacy correlates with improved empowerment outcomes, such as increased agency (0.74) and gender attitudes (0.26) in the Skilled group. However, some declines were noted, particularly in school engagement (-0.14) and self-esteem (-0.11). These results highlight the complex nature of digital literacy's impact on empowerment and underscore the need for targeted interventions to enhance digital skills among adolescent girls, particularly in disadvantaged settings, aligning with the SDGs related to quality education, gender equality, and reduced inequalities.

Keywords: Children, Adolescents, and Youth, Data and Methods

No extended abstract or paper available