In Senegalese schools, digital literacy is underdeveloped despite the increasing importance of technology in education and daily life. The study employed a mixed-methods approach involving pre- and post-training assessments, focus group discussions, and surveys to evaluate the impact of the intervention. A statistically significant increase (t-test p < 0. 05) was observed in participants' ability to use digital tools for problem-solving tasks compared to baseline scores. The training programme successfully improved adolescent girls' digital literacy skills, with a notable improvement in their application of technology in academic and social contexts. Further research should explore the long-term effects and scalability of similar interventions across different demographics and regions. Model estimation used =argmin_ᵢ (yᵢ, f_ (xᵢ) ) +₂², with performance evaluated using out-of-sample error.
Sow et al. (2005) studied this question.