Mixed-methods approach shows increased digital literacy in urban slums, suggesting improvements in STEM education access and gender equity.
Urban slums in Senegal often lack access to quality STEM education resources, particularly for girls and young women. A mixed-methods approach combining qualitative interviews with teachers and students, focus group discussions, and quantitative surveys to assess platform effectiveness and user engagement. The platform increased digital literacy by 30% among participants, particularly among girls in marginalized communities. The innovative learning platforms have shown promise in improving STEM education access and outcomes for urban slum residents, with a significant emphasis on gender equity. Continue to refine the platform based on user feedback and technological advancements, ensuring ongoing support for digital literacy skills development.
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Diop et al. (2002) studied this question.
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