Digital Literacy and Lifelong Education: A Qualitative Study of Urban Youth in Bangladesh and Italy

Digital literacy has emerged as a cornerstone of contemporary education, social inclusion, and lifelong learning. This qualitative study explores how urban youth in Bangladesh and Italy perceive, acquire, and apply digital literacy within the context of lifelong education. Using semi-structured interviews, focus group discussions, and digital diaries, data were collected from 42 participants aged 18–30 across Dhaka and Rome. Thematic analysis revealed five major themes: pathways of digital skill acquisition, digital literacy as a tool for lifelong learning, structural and contextual barriers, peer and community-based learning practices, and cross-cultural contrasts in digital engagement. Bangladeshi youth predominantly framed digital literacy as a pragmatic necessity for career survival and socio-economic mobility, relying heavily on self-directed learning and informal peer networks due to infrastructural and institutional gaps. Italian youth viewed digital literacy more holistically, integrating it into personal growth, civic engagement, and lifelong learning, supported by structured educational opportunities and innovation hubs. Findings highlight that digital literacy is not only a skill set but also a social determinant, shaped by socio-economic, cultural, and institutional contexts. Policy implications include the need for context-sensitive interventions that combine infrastructural support, peer learning, and inclusive educational strategies to bridge the digital skills gap and promote equitable lifelong learning.