Exploring University Students’ Lived Experiences in Facilitating Digital Literacy Empowerment within Rural Communities
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Abstract
Digital literacy is crucial for community development in rural areas where technological access and skills are limited. This study explores university students’ lived experiences as facilitators of community-based digital literacy empowerment programs through an Interpretative Phenomenological Analysis (IPA). Data were collected from semi-structured interviews with eight students. The findings show that students experienced identity shifts, developed resilience and empathy, and co-created sustainable digital literacy strategies with rural communities. These processes illustrate reciprocal learning, where students not only empowered local participants but also strengthened their professional identity. The study offers practical implications for designing context-sensitive and sustainable digital literacy programs and underscores the value of IPA in capturing the complexity of transformative learning within community initiatives.
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