Abstract

Digital literacy is increasingly essential in an interconnected, technology-driven world. For Sāmoa, building capacity in digital skills at the primary school level is not only critical for immediate learning outcomes but is foundational for higher education success and economic development. This paper outlines the current state of digital literacy in Sāmoa, the connections between primary education, higher education, and economic opportunity, and evaluates how the Lalomanu Foundation’s interventions help meet key gaps and contribute to long-term development.

Introduction

Digital literacy broadly refers to the ability to access, evaluate, use, create, and communicate using digital technologies. For primary school students, this includes basic computer skills, navigating digital learning tools, understanding online safety, and developing critical thinking in using digital information. The Sāmoan Ministry of Education, Sports, and Culture has adopted the acronym ICT, which stands for Information Communication Technologies and is really an umbrella term that can also include the appropriate teaching skills.

In Sāmoa, recent education policies, programs, and research reflect growing recognition of the need to embed digital and other literacies early in schooling. Without strong foundations, students are at risk of falling behind as schooling advances, especially in STEM fields and in higher education. Economically, digital skills correlate with more employable graduates, ability to participate in the digital economy, and improved productivity.

Current Landscape in Sāmoa

To understand the importance of digital literacy, it helps to look at where Sāmoa currently stands, both in terms of past efforts and future plans.

Access to computers

As of 2020, 99.4% of Sāmoan primary schools have access to computers for pedagogical purposes. This marks a large improvement from 2017’s ~13.8% [1]. This statistic does not indicate that the students have access to computers, only that the school has at least one computer than can be used by the teachers. The Lalomanu Primary School has a small computer lab with 10 laptops. Their Internet access is via cell phone hotspots, which has serious drawbacks.

ICT in Education Projects

The Sāmoan Ministry of Education, with support from UNESCO and external funders, is running a project “Information Communication Technologies (ICT) in Education in Sāmoa: Developing Resilient Education System through Online and Multimedia …” focused on ~20 schools (primary and secondary), particularly ones in remote locations, low socio-economic status, covering children with disabilities, gender imbalance, etc. Objectives include increasing teacher digital literacy, enabling blended teaching/learning, reducing the digital divide. [2]

National Policies

Sāmoa has recently adopted a National Science, Technology and Innovation Policy (2025–2029), which explicitly includes strengthening STEM education from early childhood through higher education, enhancing scientific and digital literacy. [3] Also, a National Multi-Literacies Policy (2024-2029) encompasses digital literacy as one of four key literacies (visual, textual, digital, technological) to be integrated across curriculum. [4]

Digital & Financial Literacy

Surveys show that digital financial literacy is uneven; Sāmoans have moderate levels but real gaps in uptake of digital financial services and competencies. [5]

These show that Sāmoa is making progress; however, there remain gaps in infrastructure (connectivity, reliable devices), teacher training, equity (rural/remote schools, children with disabilities), and alignment with higher education and economic needs.

Why Digital Literacy in Primary School is Critical

The early years—primary school—are especially important for several reasons:

Foundational skills and confidence

Digital tools can enhance literacy, numeracy, science understanding, and problem-solving skills. Children exposed early to computing and digital tools are more comfortable, which makes advanced ICT, STEM, and e-learning more accessible later on. Of course, introducing digital tools must be done in a way that cautions them on over-dependency and helps them understand the ethics of using A.I to do their homework, for example.

Teacher capacity and pedagogical innovation

Teachers need both the technical competence to use digital tools and pedagogical skills to integrate them meaningfully. In primary schools, this involves adapting lessons, using multimedia, guiding students in critical evaluation of digital content, and gradual introduction of blended learning^[1].For teachers to gain the competence in this area, they need training and workshops, which in turn requires an ICT infrastructure.

Bridging the digital divide / equity

Rural or remote schools often have weaker infrastructure, fewer resources, and less access to digital content. Early interventions can help prevent these inequities from widening. Children with disabilities, or from lower-income households, are especially vulnerable.

Higher education preparedness

Higher education increasingly requires digital literacy—ability to conduct research online, access digital libraries, engage in remote or blended learning, use specialized software, etc. Without strong foundations, some students struggle to adapt.

Economic development

Digital literacy is linked to employability in many fields, including STEM, but also sectors like business, health, tourism, and services. Sāmoa’s economy could benefit through entrepreneurship, improved productivity, digital services, and capacity to engage in global markets. National policies (e.g. Sāmoa’s innovation & STI policy) make this explicit. [3]

Challenges

The Lalomanu Primary School is located at the far southeast corner of Upolu, about a two-hour drive from Apia. Ground-based infrastructure, such as optical fiber, is still many years away and the only way the Internet can be accessed is through the cellular network.

Limited infrastructure

Some primary schools lack reliable internet, projectors, printers, even basic computer labs. For example, Lalomanu Primary School does not have Internet, printers, or calculators/tablets for the students; many classrooms lack proper desks and chairs. Needless to say, it is hard to use a computer without a proper desk and chair.

Teacher training

Teachers may not have the expertise or confidence to integrate ICT and digital literacy into teaching. Professional development often lags behind equipment provision. This has been a major focus of internationally funded project up to now [6]

Sustainability and maintenance

Devices degrade; connectivity can be intermittent; costs of repairs, ongoing support, and software licenses are real. Internet connectivity is not free to the school, so donor sponsorship of a year of connectivity will be a vital accomplishment. Projects have tried to jump-start school Internet access, only to fail due to funding, maintenance, and contractual issues [6]. The teachers at the Lalomanu Primary School report that their connectivity via satellite never worked.

Curriculum alignment & pedagogy

Moving beyond “having a computer” to being able to use it in ways that build critical thinking, scientific literacy, digital safety, and creativity does not just happen. Also, balancing the Sāmoan language, culture, and identity with digital content often developed elsewhere can involve a great deal of extra effort. Ideally, the teachers at the school will develop their own lessons rather than use those created for other countries.

Equity issues

Remote schools, socio-economically disadvantaged areas, children with disabilities, those with limited home access to devices all face barriers. The Foundation does not directly address economic inequality, but attacks this issue by addressing enhanced education.

Connections to Higher Education & Economic Development

Digital literacy in primary school has downstream effects in higher education and the economy. This is true for all countries, but is particularly noticeable in countries with a small, most rural population.

Higher Education Impact

When students enter secondary and tertiary education with strong digital literacy, they are better prepared for research, use of online learning platforms, peer collaboration, and adaptation to blended or remote learning (a trend stimulated by COVID-19). Research in Sāmoa’s context (e.g. “Digital Literacy for the 21st Century: Policy Implications for Higher Education” by Naz et al.) emphasizes that both educators and learners need digital inclusion and the infrastructure, policy, and capacity to make digital literacy more than a buzz-word. [6]

Economic Development & Employment

As Sāmoa develops its Science, Technology, and Innovation Policy, there is increasing expectation that local employment will include more technology-based and ICT-enabled jobs. Entrepreneurship in digital sectors (e.g. e-commerce, software, digital services) requires a workforce with basic digital skills. Digital financial literacy is also key for inclusion. For rural areas, digital tools can improve agricultural extension, health services, communications, tourism, etc.

Resilience & Adaptability

The COVID-19 pandemic highlighted how digital readiness can affect the resilience of education systems and economies. The ability to switch to blended or remote teaching depends heavily on digital literacy, infrastructure, teacher skills, and existing policies.

How the Lalomanu Foundation’s Work Aligns & Contributes

The Lalomanu Foundation (LF) is a non-profit (US 501(c)(3) corporation) focused on supporting the Lalomanu Primary School in Upolu, Sāmoa. Its mission and activities align closely with addressing many of the gaps outlined above. Key ways in which LF contributes are described in this section.

Provision of Tools and Infrastructure

LF raises funds to purchase computers, books, desks, and other supplies. These basics are essential for any digital literacy program to succeed. Without computers, digital literacy cannot be practiced. LF’s model of providing digital resources directly addresses the infrastructure gap. (see: lalomanufoundation.org)

Supporting Teacher & Student Digital Literacy

The mission includes increasing computer literacy, critical thinking, and career building skills for both students and teachers. By engaging both sides, LF is helping ensure that devices are meaningful, not just hardware. Software tools must be grade-level appropriate. We focus on open source software to avoid long-term reoccurring costs and to provide a broader suite of tools than those offered by a single vendor.

Local Capacity and Sustainability

LF sources teaching materials locally when possible; the teachers themselves list and prioritize needs. Low overhead models help ensure funds go toward impact rather than administrative costs. Local sourcing may help avoid logistics delays and reduce dependency.

Addressing Equity & Inclusion

Lalomanu is in a rural community; lack of internet, absence of some basic teaching resources, and lack of technology in classrooms shows the school is underserved. By focusing on one school intensively, LF can ensure that children who might otherwise be left behind get attention.

Alignment with National and Regional Strategy

LF’s emphasis on digital inclusion supports Sāmoa’s National Science, Technology and Innovation Policy 2025-2029, the National Multi-Literacies Policy 2024-29, and ongoing ICT in Education projects. Thus, LF is filling in on the ground what policies seek to promote.

Long-term Outcomes

While many programs may focus on short term or single-school interventions in narrow areas, LF’s focus on building capacity (teachers, infrastructure, materials) and making sure needs are met sustainably can have cascading effects: improving primary outcomes, which feed into higher education readiness and ultimately into economic opportunity for individuals and communities.

Recommendations & Best Practices

To maximize the impact of digital literacy efforts (including what LF is supporting), several best practices / recommendations emerge:

Integrated Curriculum Design

Digital literacy should not be an “add-on” but integrated across subjects (e.g. literacy, numeracy, science). The National Multi-Literacies Policy suggests this approach [4]. Keep in mind that, while external curricula are available through organizations like the Raspberry Pi Foundation (U.K.) and the Code Avengers (New Zealand), our hope is that the teachers will develop their own Sāmoan specific curriculum.

Ongoing Teacher Training

Empower teachers with not only technical skills but pedagogical strategies: how to use digital tools to support critical thinking, creativity, blended learning, and how to adapt resources locally. The recent donation by the Foundation of a PC screen projector directly facilitates teacher workshops at the school.

Stable and Reliable Infrastructure

Devices must be functional; Internet connectivity must be reliable; electricity, maintenance, technical support need to be addressed. The Foundation will address this important and often overlooked topic in two ways:

• Volunteers will be sought with the requisite skills to install software updates and diagnose problems. They may be Sāmoan or be periodic visitors. Teachers will be shown how to do important maintenance tasks.
• Other will assist remotely using tools like Zoom, SSH, and Microsoft’s Remote Desktop.

Local Content & Cultural Relevance

Learning tools should respect the Sāmoan language (Gagana Sāmoa) and culture; bilingual or multilingual approaches help. Also, procurement of materials locally where possible helps relevance and sustainability.

Monitoring & Evaluation

Collect data on learning outcomes, digital usage, teacher confidence, as well as longer-term tracking (transition to secondary, performance in higher education, employment). The Foundation will strive to acquire assistance in this area from the School Inspector assigned to the Lalomanu Primary School. It is important to know what works and what does not, even using subjective metrics like teacher surveys and student enthusiasm.

Improve the General Learning Environment

This means that if students need basic things such as desks, ceiling fans for hot classrooms, and proper writing instruments, these should be provided given that funds are available. The need for basic tools and a comfortable environment is a predecessor to the need for digital tools.

Potential Risks & Mitigations

All philanthropic projects face risks that may short-change the goals and discourage donors. Being aware of these risks allows for planned mitigation or, in some cases, prevention strategies.

Risk of resources being unused

Without teacher support or clear integration, devices may sit idle. Mitigation: focus on teacher training, co-planning, ensuring devices are used in pedagogy, not just for showing.

Obsolescence & maintenance costs

Technology becomes outdated or breaks. Mitigation: plan for ongoing maintenance, have backups, choose robust, appropriate devices; local sourcing of parts; foresee replacement cycles. More importantly, we do not accept donations of used devices or other obsolete technology. In a similar vein, we strive to provide devices with at least four years of useful life before they would be considered obsolete. As stated before, open source software tools can give many years of useful service without the licensing fees for proprietary software.

Connectivity & electricity challenges

In rural areas, internet may be slow or unreliable; power outages common. Mitigation: hybrid / offline-capable tools; solar power backup; local servers or cached content. The school already has a small Linux server provided by one of the Foundation board members and this can be use for caching content. We also envision using this device to filter inappropriate content from the school network. The Foundation intends to install a Starlink ground station for high-capacity Internet that will not depend on outside infrastructure, vendors, or local service maintenance.

Cultural mismatch

Tools or content that do not align with local language, values, or student experience may be less effective. Mitigation: Our focus specifically on this school will necessarily involve local teachers, use bilingual content, and Sāmoan-specific examples.

Duplication of effort

Other organizations may have over-lapping goals with the Foundation, which can result in poor use of donor funds and unnecessary competition. These organizations may be NGOs or both Sāmoan and foreign government entities. Mitigation: The Foundation does ongoing research so that we might discover other initiatives, policies, and projects that could affect the Lalomanu Primary School. We will work with any that are active, such as the effort led by Ms. Justine Davis of Australia [9], to assure that parallel efforts are synergistic.

Expected Impacts

If digital literacy is robustly supported from primary levels, with efforts like those of the Lalomanu Foundation, the students and their parents can expect:

• Higher student engagement, improved literacy and numeracy outcomes, better performance in STEM subjects.
• More students entering higher education with readiness for digital learning, reducing dropout or remediation rates.
• A workforce better prepared for digital economy jobs; increased entrepreneurship and innovation.
• Reduction of inequality (rural vs urban, socio-economic, disability).
• Greater resilience in the education system to shocks (e.g. pandemics, natural disasters) through blended/remote learning capabilities.
• Based on the results of the Indigitech project, a greater than 50% participation by girls is to be expected. [7]

Conclusion

Digital literacy is no longer optional—it is central to educational success, higher education preparedness, and economic development. Sāmoa has made significant strides with national policies, ICT education projects, and increasing access to devices. However, gaps remain—especially in underserved rural primary schools. Foundations like Lalomanu play a critical role by addressing those gaps directly: providing devices, materials, teacher training, and focusing on inclusion and sustainability.

By aligning these efforts with national strategies, investing in teacher capacity, ensuring infrastructure and support, and maintaining a relentless focus on equity, Sāmoa can build the foundation for a future where all children are digitally literate, higher education is more accessible and relevant, and the economy is more resilient and diverse.

Donors can be assured that the funds they provide will be used to achieve the goals described in this document and those spelled out on the Lalomanu Foundation website. [8] We invite you to help support our efforts.

References

Endnotes

1. A teaching method where in-class instruction is done in conjunction with online instruction. This is sometimes called a hybrid course.