A Study of Digital Access, Literacy, and Usage among Urban and Rural College Students
By: Deiborme Lyngdoh, Archana Singh Dural, Bamin Rinyo
Cite: Lyngdoh, D., Dural, A. S., & Rinyo, B. (2025). A Study of Digital Access, Literacy, and Usage among Urban and Rural College Students. In Journal of Ethics Equity and Empowerment (Vol. 1, Number 1). Indian Institute of Industrial and Social Research. https://doi.org/10.5281/zenodo.17355870
ABSTRACT
Purpose: This study investigates disparities in digital access, literacy, and academic technology usage between urban and rural college students in East Khasi Hills, Meghalaya, India. It also examines the combined influence of digital access and literacy on students’ academic engagement.
Design/methodology/approach: A quantitative, descriptive, and comparative survey design was used. Data were collected from 51 undergraduate students selected through stratified random sampling from two urban and two rural colleges in India. A structured questionnaire with three dimensions digital access, digital literacy, and academic digital usage was used. Data were analyzed using descriptive statistics, independent samples t-tests, and multiple regression analysis.
Findings: The results revealed no statistically significant mean differences between urban and rural students regarding digital access, literacy, or usage. However, cross-tabulation showed that urban students reported higher levels of access and literacy confidence, whereas rural students exhibited more variability and neutrality in their responses. Regression analysis indicated that both digital access and literacy significantly predicted academic digital usage (R² = 0.502, p < 0.001), with literacy being the stronger predictor. The findings underscore that skill proficiency, rather than mere connectivity, drives effective technology use in academic settings.
Practical implications: This study highlights the need for dual-focus interventions enhancing both digital infrastructure and literacy skills especially in rural higher education institutions. Policymakers, educators, and community organizations should collaborate to improve connectivity, subsidize technology access, and embed digital literacy training into curricula to ensure equitable participation in the digital learning environment.
Originality/value: This study provides empirical evidence of digital disparities in Meghalaya, an under-researched region of Northeast India. This study contributes to the broader discourse on the second-level digital divide by demonstrating that digital literacy has a stronger impact on academic engagement than access alone. The findings offer a region-specific foundation for policy and institutional strategies to promote digital equity in higher education.
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