The augmented usage of digital technology, predominantly mobile ownership, has significantly altered the ways of doing the thing. The digital era with the internet-connected world is creating new venues for social and economic development, with efficiency in digital literacy for participation. The present article explores the digital literacy skills of women that enables them to be active members of the digital world. It also investigates the challenges, self-learning, and financial constraints among other few, which women face while acquiring these skills. The qualitative research is conducted in Islamabad and Rawalpindi using in-depth interviews and focus group discussions. The study indicated that 83% of women have learnt digital skills informally and yet these help them in strengthening their social networks, managing daily affairs regarding their personal life and most significantly being engaged in entrepreneurship from digital forums. This successful use of digital technology has contributed to their social and economic empowerment.

The purpose of current study was to explore the effect of digital literacy on academic performance of the students at higher education level. The study was mixed method and data were gathered with a questionnaire and semistructured interviews. The validity and reliability of the scales were ensured through experts' opinion, pilot testing and Croanbach Alpha score. The population comprised the students of M.S/M.Phil and Ph.D. A sample of 800 students was selected randomly from 10 Universities. The statistical tests like mean, standard deviation and correlation were used. Results revealed that digital literacy had significant effects on communication skills, research skills and confidence of the students and insignificant effect on students' CGPA.

There is an increasing demand for teachers to present technological pedagogical and content knowledge (TPACK) in their classrooms with the help of their digital literacy skills (DLS). Though the teachers at the secondary school level are provided with digital gadgets, however, the teachers are still struggling with the use of digital tools during the teaching-learning process. Lack of digital literacy might be the cause of this reluctance, so the current study aims to explore the relationship between the digital literacy skills of teachers with respect to Technological, Pedagogical and Content Knowledge (TPACK).Data was collected from four hundred school teachers through Digital Literacy Scale (DSL) and TPACK inventory. The results indicate a low level of digital literacy and knowledge of TPACK, identified through descriptive statistics.However, a significantly positive relationship was identified through a significant correlation relationship ((r =.587, p equal or less then .001) between both variables.On the basis of results, more trainings are recommended for teachers on both digital literacy and content pedagogy.

The research analyzes digital literacy effects on Global South media audience behavior through an assessment of digital tools and proficiency levels on platform interactions. The 21st-century media environment underwent a substantial transformation due to digital technology advancements but this change still affects people differently. Countries in Africa, Latin America, and parts of Asia face unique challenges due to limited technology access, high data costs, and low digital literacy levels. This research centers on Kenya together with India and Brazil as its subject area through which investigators conducted interviews and distributed questionnaires to 600 participants. Observations demonstrate that people with advanced digital competency tend to activate social networking sites (SNS) with internet service and contrastingly inexperienced users depend on conventional media tools such as television and radio. The findings demonstrate how Global South countries need improved digital resources and awareness as a solution to close their digital divide.