Designing contextual digital-skills training for low-resource communities: Evidence from coastal youth in South Sulawesi

Abstract

This study examines how social barriers and digital inequality constrain low-income coastal youth in South Sulawesi, Indonesia, from accessing post-secondary learning. Integrating human capital theory, social capital theory, and the technology acceptance model, we propose a context-sensitive framework for digital skills training in resource-constrained ecosystems. Using an exploratory multi-site qualitative design (semi-structured interviews and focus group discussions (FGDs) across three coastal settings), we identify intertwined constraints—device scarcity, high data costs, low digital readiness, and weak curricular relevance. We advance three design pillars: (1) locally contextualized curricula aligned with livelihood niches; (2) community-anchored co/peer learning with legitimate bridging actors; and (3) low-bandwidth, offline-first microlearning with lightweight assessments. These elements are likely to strengthen bonding, bridging, and linking social capital, which may improve participation, retention, and sustainability. We provide a logic model and SDG-aligned indicators (e.g., device-loan uptake, learning hours, data cost per learner) to guide information and communication technologies for development (ICT4D) stakeholders.