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Women entrepreneurs in emerging economies face institutional and technological barriers that limit innovation and inclusive growth. This study develops an integrative model of entrepreneurial technology literacy (ETL) to explain how women transform technological engagement into empowerment through reflective learning and open collaboration. Using qualitative data from 68 key informants and 13 supporting stakeholders across six regions in South Sulawesi, Indonesia, the research applies a multi-case design grounded in experiential learning theory and open innovation theory. Findings reveal that ETL functions as a learning–innovation–empowerment loop encompassing three interdependent literacies: core (digital, financial, innovation, and ethical), supporting (collaborative and reflective), and strategic (sustainability and cultural-ethical). These literacies evolve through four stages—exposure, reflection, co-creation, and empowerment—forming an adaptive cycle of learning and social innovation. The study contributes theoretically by integrating learning and innovation into a gendered, context-sensitive framework of digital empowerment. Practically, it offers directions for designing gender-responsive entrepreneurship education and innovation policies aligned with SDGs 5, 8, 9, and 10. The proposed ETL model positions women as technology-enabled change agents who drive sustainable and inclusive digital transformation in emerging economies.
Muhammad Hasan (2026) studied this question.