Examining The Gaps in Digital Literacy Skills in The Urban and Semi-Urban Population

Abstract

Digital literacy has become an essential competency in contemporary education and social participation. Despite rapid technological expansion and national digital initiatives, disparities persist in digital skill development across geographical locations. This review paper examines the gap in digital literacy skills between urban and semi-urban populations, particularly among secondary school students. Drawing upon existing literature, the study synthesizes theoretical perspectives on digital literacy, the digital divide framework, and empirical findings from Indian and global contexts. Prior research indicates that urban populations generally demonstrate higher digital proficiency due to better infrastructure, institutional support, and socio-economic advantages (Adeppa, 2025; Laxminarayana, 2026). However, limited attention has been given to semi-urban populations as a distinct category. This review identifies critical gaps in literature, including insufficient comparative studies at the secondary school level and limited use of standardized measurement tools. The findings highlight the need for targeted policy interventions and structured digital literacy programs to ensure equitable access and skill development. Bridging the urban–semi-urban digital literacy gap is essential for promoting educational equity, workforce readiness, and inclusive digital participation.