Digital Literacy as a Right: Addressing Gendered and Structural Barriers for Minority Girls in Pakistan

This study investigates the compounded digital literacy challenges faced by minority girls in Pakistan’s secondary schools. Adopting an intersectional and rights-based lens, it explores how overlapping factors like; gender, religion, ethnicity, and geographic marginality—interact to shape digital exclusion. A mixed-methods design was applied across 16 minority-serving schools in four provinces. Data were collected through student surveys (n=200), semi-structured interviews with educators (n=20), and ICT infrastructure assessments. Findings revealed low access to digital tools, inadequate teacher preparedness, and sociocultural restrictions on girls’ digital participation. Drawing on Crenshaw’s Intersectionality Theory and Sen’s Capability Approach, the study frames digital literacy as both a human right and a constrained capability. The paper calls for gender-responsive policies, inclusive teacher training, and community engagement strategies. This research offers novel empirical and theoretical insights to advance digital equity for marginalized girls in South Asia.