Beyond Access: A Learning-Centered Model of Digital Inclusion among Agricultural Women in Rural Pakistan

Digital inclusion among rural agricultural women cannot be described based on availability of devices and connectivity alone. This study examines the learning-related factors with Information and Communication Technology (ICT) Accessibility (IA) and meaningful utilization (MU) among rural agricultural women in Faisalabad District. Quantitative data from 384 participants were statistically analyzed followed by three focus group discussions in Faisalabad District by an explanatory sequential mixed-methods design. Formal Education (FE), Learning-Related and Contextual Constraints (LRCC), and Daily ICT Time (DIT) were examined in relation to ICT Accessibility (IA) and Meaningful Utilization (MU). In Model I, FE was neither significantly associated with nor an independent predictor of IA, whereas LRCC was positively associated with and significantly predicted IA. In Model II, FE was positively associated with and significantly predicted MU (β = 0.534), whereas LRCC had a small, non-significant bivariate association with MU but a small negative conditional coefficient. DIT was positively associated with FE and MU but negatively associated with IA and LRCC. In Model III, FE positively predicted DIT, whereas LRCC negatively predicted DIT. Qualitative data identified four interconnected domains: Literacy, Language Competence, and Digital Skills; Awareness of Digital Opportunities; Informal Learning and Support; and Contextual Conditions shaping learning opportunities. Integration indicates that IA represents an opportunity rather than an endpoint. FE, learning capabilities, social support, and contextual conditions help explain how women convert digital opportunities into purposeful use, while DIT represents intensity rather than meaningful utilization. Therefore, the study develops a Learning-Centered Model of Digital Inclusion that distinguishes access, exposure, and meaningful use.