SCOURGE of SMARTPHONES: As Iraqi women depend more on mobile phones, female digital illiteracy has grown

By Sarah al-Qaher in Baghdad

In Iraq, many young women face a significant barrier to employment due to lack of computer literacy. Aya Sadoun was one of those. When she first graduated from the College of Arts at Baghdad University four years ago, she had very little practice at computing. And when she began applying for jobs in the private sector, the first requirement listed was often computer proficiency.

During her university course, digital education wasn’t really considered important. “We only had one computer for every 10 students,” she says, “and the lectures were mostly theoretical. We would watch one student use the computer while the rest of us waited our turn.”

After months of looking for a job, Sadoun eventually accepted a low-paying job as a sales assistant in a clothing store.

Her story is not unusual.

Recent numbers published by Iraq’s Central Statistical Organization, or CSO, reveal troubling trends. Two out of every eight women in their 20s are illiterate, unable to read or write, compared to three women in their 40s. Furthermore, few girls in Iraqi elementary school have learned basic computer programming. Among high school students, only 13 out of every 330 girls are proficient in computer programming.

For example, Saja al-Saadi, 17, just uses her mobile phone for schoolwork. “My phone is easier to use and it is portable,” al-Saadi explains. “Why would I need to learn to use a computer?”

That’s a fairly common attitude in Iraq and elsewhere, where mobile phones are replacing computers when it comes to personal and academic use.

According to UNESCO, digital illiteracy is defined as the inability to effectively use technology to access, manage, and create information. It’s a widespread problem among university-educated women in Iraq, with many unable to perform basic tasks like word processing software or navigating the ubiquitous Windows programs. Some rely on family members or print shops to assist them.

Khadija Hassan, a 20-year-old student at the Petroleum Training Institute in Baghdad, started her studies there without any previous computer experience. “At school, computer studies were treated as a secondary subject,” she explains. “My school even cancelled the course due to a lack of teachers.”

Even women with advanced degrees are not immune to digital illiteracy. Noor al-Haiti, 35, holds a master’s degree in media studies but admits that she struggled with technology throughout her studies. “I would go to a bookshop near the university to write my research papers and rely on classmates for help with computer-related tasks,” she says.

Sorour Hamid, a 25-year-old working in civil society organizations, points out that many schools, particularly in rural areas, lack the necessary resources for computer education. “Even when schools have computers, they are often outdated and not connected to the internet,” she says. Some of the teachers don’t know how to use what equipment they do have, Hamid notes.

At the same time though, the demand for training courses related to digital skills seems to have decreased. Those involved in the sector believe it’s due to rise of smartphones.

Laith al-Jubouri, who runs a training centre for digital skills, says enrolments have dropped significantly since 2003. “The popularity of smartphones has reduced the need for formal computer courses,” he explains.

Engineer Haidar Khudair, who owns a computer supplies company, agrees.

“People are using mobile phones to perform many tasks that were once done on computers,” Khudair says, “which has led to a decrease in demand for traditional computer training.”

In response to the growing digital divide, the Higher Youth Council of Iraq launched initiatives aimed at promoting digital literacy, including the establishment of clubs for exploring the uses of artificial intelligence in several Baghdad neighbourhoods.

This initiative aligned with the United Nations’ theme for World Youth Day this past August, From Clicks to Progress: Youth Digital Pathways for Sustainable Development.

This article is part of a series supported by the “Qarib” program, funded by the French Development Agency (AFD) and implemented by the French Agency for Media Development (CFI).