A psychosocial analysis of development outcomes: a digital literacy case study in Myanmar

Information and Communication Technologies for development (ICT4D) research shows inconclusive impacts on human development. Some authors argue impact could only be studied having a clear definition of development. This paper draws on the Capabilities Approach, Critical Pedagogy and Critical Psychosocial Wellbeing to propose a way of defining and operationalising development, to study a digital literacy initiative in Myanmar. Results show that while participants do indeed improve their digital skills, internalised constrains, such as self-censorship and fear of authority, limit teachers and students behaviours during the training sessions, impacting how all related to information. The paper argues ICT4D will benefit from an understanding of development that acknowledges the social and psychological wellbeing of individuals, and how these affect each other, enhancing or constraining individuals’ development. This acknowledgment may also bright some light to why many initiatives have failed to have the expected impacts, in particular, in a long-term perspective.