Digital Literacy Pedagogy in Senegalese Adolescent Girls: A Dakar Initiative

In Senegalese schools, digital literacy is underdeveloped despite the increasing importance of technology in education and daily life. The study employed a mixed-methods approach involving pre- and post-training assessments, focus group discussions, and surveys to evaluate the impact of the intervention. A statistically significant increase (t-test p < 0.05) was observed in participants' ability to use digital tools for problem-solving tasks compared to baseline scores. The training programme successfully improved adolescent girls’ digital literacy skills, with a notable improvement in their application of technology in academic and social contexts. Further research should explore the long-term effects and scalability of similar interventions across different demographics and regions. Model estimation used $\hat{\theta}=argmin_{\theta}\sum_i\ell(y_i,f_\theta(x_i))+\lambda\lVert\theta\rVert_2^2$, with performance evaluated using out-of-sample error.