Lack of digital literacy risks excluding rural women from e-government use

Digital literacy also boosts perceived ease of use, the belief that e-government services are accessible and manageable, and perceived usefulness, or the belief that these platforms offer tangible benefits. Together, these perceptions strengthen users’ intentions to engage, which in turn leads to higher rates of actual adoption.

Digital literacy is emerging as a decisive factor in how rural women interact with government services online. A new study examines how digital skills influence the use of e-government platforms, providing fresh insight into technology adoption gaps in rural China.

Titled Does Digital Literacy Matter for E-Government Usage Behavior? An Empirical Analysis Based on Data from Rural Women in China, the study tests the Technology Acceptance Model (TAM) in a rural context. Drawing on survey data from 1,082 respondents in Shaanxi Province, the authors explore how digital literacy drives perceptions of usefulness and ease of use, and how these perceptions translate into actual online engagement.

How digital literacy shapes E-government behavior

The research demonstrates that digital literacy exerts both a direct and indirect effect on e-government usage. Women with stronger digital skills are significantly more likely to use online platforms for administrative services ranging from healthcare to social security.

Digital literacy also boosts perceived ease of use, the belief that e-government services are accessible and manageable, and perceived usefulness, or the belief that these platforms offer tangible benefits. Together, these perceptions strengthen users’ intentions to engage, which in turn leads to higher rates of actual adoption.

The authors note that this finding confirms the importance of bridging digital divides. Without adequate digital literacy, even well-designed e-government platforms risk underutilization. Skills training is therefore not only a matter of empowerment but also a structural necessity for improving public service delivery in rural areas.

What moderates the impact of digital skills

While digital literacy is a critical driver, the study reveals that its impact is shaped by demographic and social factors. Using multi-group analysis, Duan and Dong tested whether age, education, political status, and occupation moderated the relationships between literacy, perceptions, and usage.

The analysis shows that education levels significantly influence outcomes. Women with higher education translate their digital literacy into greater perceived usefulness and stronger intentions to engage with e-government platforms. Political status and occupational status also play moderating roles, shaping how literacy translates into acceptance and usage.

Age, however, does not significantly alter the pathways. Older rural women with digital skills show similar usage behaviors to younger counterparts, suggesting that education and social position are stronger differentiators than generational gaps.

This finding underscores the complexity of digital inclusion. Policy interventions must account not only for skills training but also for variations across education and social groups. A one-size-fits-all approach risks leaving behind the very populations e-government platforms are meant to serve.

Why the findings matter for policy and practice

For policymakers, the study provides evidence that improving digital literacy among rural women is not simply about teaching technical skills. It is about unlocking participation in government services and ensuring equitable access to public resources.

The authors argue that boosting literacy can raise both confidence and perceived value in e-government platforms, which are crucial drivers of adoption. But the findings also make clear that training alone is insufficient. Infrastructure gaps, limited access to devices, and usability challenges can all prevent skills from translating into sustained engagement.

To close this gap, governments should design user-friendly platforms, deliver targeted digital training programs, and address structural barriers in rural areas. Tailored approaches are needed for women with lower education levels or disadvantaged social positions, ensuring that the benefits of e-government are distributed more equitably.

The study also contributes to the global conversation on digital governance. While based on data from China, the findings resonate with broader challenges faced by developing countries where rural populations often lack the skills, access, or confidence to participate in digital public services. Addressing these gaps is key to building inclusive digital societies and reducing inequality in access to government resources.