Document Type : Original Article
Author
Assistant Professor, Department of Information Science and Knowledge Studies, Shahid Beheshti University, Tehran, Iran
Abstract
Introduction
Digital literacy has become an essential prerequisite for effective participation in contemporary information societies, while the digital divide continues to constrain access to digital opportunities, particularly among rural and socioeconomically disadvantaged women. In such contexts, the digital divide cannot be understood solely in terms of technological infrastructure; rather, it is shaped by a complex interplay of social, cultural, gender-related, educational, economic, and policy inequalities. Despite growing international attention to digital justice, the application of Rawlsian theories of justice to digital literacy and digital deprivation among rural women in Iran remains relatively underexplored. Accordingly, this study aimed to identify the structural, cultural, and technological roots of the digital divide and examine its causes and consequences among rural women in Sistan, Sistan and Baluchestan Province, Iran, through the lens of Rawls’s framework of “digital justice.” Specifically, the study examined how the principles of basic liberties, the difference principle, and the distribution of primary goods can inform the interpretation of digital inequality and contribute to the development of practical strategies for promoting greater digital inclusion and justice.
Methodology
The study was developmental in purpose and qualitative in design, adopting a multidimensional exploratory approach and comprising two interconnected phases. In the first phase, Rawls’s “Digital Justice” framework was examined through qualitative content analysis using open, axial, and selective coding. The concepts and relationships identified in this phase provided the basis for developing the interview questions used in the second phase. The second phase focused on the lived experiences of rural women in the Sistan region. The study population comprised rural women residing in Zabol, Hamun, Hirmand, Zehak, and Nimruz. Participants were selected through purposive sampling until theoretical saturation was achieved. Although 21 women were initially recruited, two withdrew from the study and two were excluded because they lacked sufficient experience and knowledge of digital technologies. Consequently, the final sample consisted of 17 participants. Data were collected through in-depth, face-to-face, semi-structured interviews. The content validity of the interview guide was assessed by experts in digital literacy, while coding reliability was evaluated using Holsti’s coefficient. The interview data were coded and analyzed by integrating thematic analysis with Colaizzi’s phenomenological approach, with MAXQDA software used to support data management and analysis.
Findings
The qualitative content analysis of Rawls’s framework generated three core categories: basic liberties, the difference principle, and primary goods. These principles provide a normative framework for understanding the digital divide not merely as a technological issue but as a multidimensional structural phenomenon rooted in social justice, equitable resource distribution, and ethical policymaking. Analysis of participants’ experiences identified five major dimensions: internet access, cultural barriers to technology use, the influence of digital education on employment opportunities, infrastructural challenges, and the role of the private sector.
Overall, digital deprivation among rural women was found to be a deeply rooted structural phenomenon operating across micro-, meso-, and macro-levels. At the micro level, gender inequality and family and community norms constrain women’s access to and use of digital technologies, thereby limiting their basic liberties and social agency. At the meso level, educational deprivation and inadequate opportunities to acquire basic digital skills reinforce existing inequalities. At the macro level, regional disparities, inadequate infrastructure, limited economic opportunities, and ineffective policymaking contribute to the persistence of digital inequality. Digital exclusion also has significant economic consequences by restricting access to employment and income-generating opportunities. Cybersecurity vulnerability appeared to be largely a consequence of digital deprivation rather than an independent primary cause. Participants’ calls for free digital-literacy training and affordable internet access, together with their emphasis on the social responsibility of private companies and telecommunications operators, underscore the need for coordinated interventions involving governmental institutions, educational organizations, and the private sector.
Discussion and Conclusion
The findings confirm that the digital divide among rural women is a multilayered phenomenon that cannot be effectively addressed through isolated technological interventions. Gender-based restrictions, educational inequalities, regional disparities, infrastructural deficiencies, and policy weaknesses interact to reproduce and reinforce digital disadvantage. From a Rawlsian perspective, equitable access to digital opportunities should be understood in relation to basic liberties, the fair distribution of resources, and the prioritization of disadvantaged groups. Accordingly, reducing the digital divide requires an integrated, multilevel strategy that simultaneously addresses its structural, cultural, educational, infrastructural, and policy dimensions. Educational interventions should extend beyond the acquisition of basic technical skills toward the development of critical digital literacy, enabling women not only to use digital technologies effectively but also to understand and critically engage with the social structures that constrain their participation. Similarly, infrastructure development should be accompanied by social and institutional measures that facilitate meaningful and equitable access. Rural women should not be treated merely as passive recipients of digital services; rather, their lived experiences, local knowledge, and adaptive strategies should inform the design and implementation of digital policies and programs. Sustainable progress therefore depends on empowering women, improving communication infrastructure, providing accessible and culturally responsive digital education, ensuring a fairer distribution of digital resources, and facilitating the active participation of rural women in digital policy development and planning.
Originality
The originality of this study lies in combining Rawls’ justice framework with qualitative analysis of the lived experiences of rural women in an underprivileged border-region context. Whereas previous studies have often emphasized technical, economic, or access-related dimensions of the digital divide, this study conceptualizes digital inequality as a structural and justice-related phenomenon operating across micro, meso, and macro levels. It also distinguishes between the availability or ownership of digital devices and effective access to and agency in using digital technologies. The study contributes by linking gender relations, regional deprivation, educational inequality, infrastructure, private-sector responsibility, and policy effectiveness within a multidimensional framework. It further advances a shift from viewing rural women as a target population toward recognizing them as strategic partners in digital development. The resulting framework can support context-sensitive interventions for rural and underserved communities and provide a basis for future empirical research combining qualitative and quantitative approaches.
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