At Serene Planet, we believe that education, awareness, and training can change society from its roots. Our Digital Empowerment Drive was designed to bring that belief to life in communities often left behind by the digital revolution. Through this initiative, we conducted digital literacy campaigns in Chattogram and Cox’s Bazar, reaching young people and adults from marginalized backgrounds with hands-on training in essential digital skills. From basic computer use and internet navigation to email communication and social media safety, our sessions focused on building real-world capacity that could open up new opportunities for learning, earning, and engaging with the world.
Digital Empowerment Drive
Project Snapshot
| Project Detail | Information |
|---|---|
| Start Date | 12 April 2024 |
| End Date | 30 October 2024 |
| Category | Quality Education |
| Location | Chattogram, Cox’s Bazar |
| Direct Impacted | 350 Individuals |
| Funding | Voluntary |
In depth
The most immediate challenge we faced was the digital divide among students in underserved areas. Many of them, especially in public schools and madrasa systems in Chattogram and Cox’s Bazar, had never used a computer or typed an email. While some had smartphones at home, they were often used only by parents or siblings, leaving students with limited or no hands-on experience.
Inconsistent electricity and poor internet access made regular digital exposure even harder. Many students reported having to walk long distances just to access a cyber café, and even then, lacked the basic skills to use it meaningfully.
Confidence was a major barrier. Many students felt they were “too behind” to catch up with peers in urban schools. Others were afraid of being judged or laughed at for not knowing how to use basic apps. Girls faced additional constraints — not only in terms of access but also due to family restrictions, safety concerns, and a lack of female role models in the tech space.
Lastly, educators in some partner schools were unsure how to integrate digital literacy into existing academic routines. Some viewed it as an “extra” rather than a core part of education, which made scheduling and prioritization a challenge at the start.
To respond to these student-specific challenges, we created learning modules that were age-appropriate, curriculum-aligned, and designed to meet learners at their level. We offered separate sessions for primary, secondary, and college-level students, tailoring content based on their needs — from basic keyboarding and online safety to document creation and email communication.
We worked closely with school authorities to schedule sessions during regular hours so that students didn’t have to choose between classes and digital training. Local student volunteers, many of whom had recently gone through digital upskilling themselves, were engaged as peer mentors. Their presence helped ease nervousness, especially among younger or first-time learners.
To encourage female participation, we offered gender-sensitive spaces and female-led sessions, which saw strong turnout from schoolgirls, particularly in madrasa communities. Simple print guides and offline digital exercises were provided so students could practice at home or share with peers.
Instead of using abstract examples, we framed lessons around how digital skills could help in studies, college applications, or exploring future career options — keeping it grounded and relevant.
By the end of the project, over 350 students from Chattogram and Cox’s Bazar had successfully completed the program. What began as hesitant attendance turned into enthusiastic participation. For many, it was their first experience creating a digital document, sending an email, or searching for information online.
Students shared that they now felt more confident in classroom presentations, online research, and even communicating with teachers or accessing educational content through platforms like YouTube and Khan Academy. A group of girls in Cox’s Bazar began helping younger students at their school practice typing and using Google Search — small but meaningful signs of ownership and peer mentorship.
Several students said the training helped them understand how technology could support their academic and personal growth. Importantly, teachers who were initially skeptical became more supportive, having seen how students engaged more confidently in tech-enabled learning activities after the training.