Digital illiteracy represents an increasing challenge in the era of rapid digital transformation. It goes beyond the boundaries of traditional illiteracy to include a lack of the technical and cognitive skills required to interact effectively with digital tools and media. This paper aims to analyze the concept of digital illiteracy and its various dimensions, examine its current state in contemporary societies, and discuss strategies for addressing it as a fundamental mechanism for the success of digital transformation projects. The study concludes that addressing digital illiteracy requires the integration of efforts by governments, the private sector, and educational institutions, with a focus on comprehensive digital empowerment for all segments of society. Keywords: Digital Illiteracy, Computer Illiteracy, Digital Transformation, Digital Literacy, Digital Divide. Introduction In the era of the digital revolution and rapid technological advancement, digital literacy has become an essential skill that is indispensable for effective interaction with the modern world. The concept of illiteracy is no longer limited to the inability to read and write. Instead, a new form of illiteracy has emerged, known as “digital illiteracy,” which represents an obstacle to benefiting from the potential of advanced technology. Estimates indicate that there are 771 million people worldwide who lack basic reading and writing skills, and this number is expected to increase significantly. In light of the rapid pace of digital transformation, there is an urgent need to address digital illiteracy as a developmental priority, given its close connection to employment opportunities, access to services, and effective participation in society. First: The Conceptual Framework of Digital Illiteracy 1.1 Definition of Digital Illiteracy Digital illiteracy is defined as “weakness and lack of theoretical knowledge of digital information, as well as insufficient digital skills and digital intelligence required to deal with modern technology in all its forms.” It also includes “deficiencies in practical practices involving technological media in terms of obtaining information and communicating with others.” Digital illiteracy can be described as the inability to read and write digital text and to develop the technical skills necessary to consume and produce such text. The term digital illiteracy is synonymous with “technological illiteracy,” which refers to the lack of ability to use computers and communicate with the internal and external world through them. 1.2 Distinguishing Between Traditional and Digital Illiteracy Digital illiteracy goes beyond alphabetic and reading-and-writing illiteracy to include a lack of the technical and cognitive skills necessary to interact with digital tools and media. While traditional illiteracy refers to the inability to read and write, digital illiteracy refers to the absence of the basic knowledge and skills required to deal with modern digital machines and devices. Second: Dimensions of Digital Illiteracy 2.1 The Cognitive Dimension The cognitive dimension of digital illiteracy includes a lack of theoretical knowledge of basic digital concepts and an insufficient understanding of how modern technologies work and how to interact with them. 2.2 The Skills Dimension The skills dimension refers to the inability to use digital devices, software, and various applications, which hinders effective participation in economic, social, and educational activities. 2.3 The Awareness Dimension Digital illiteracy is considered one of the most significant challenges facing societies. The absence of digital skills is not limited to the ability to use devices; it also includes “the knowledge necessary to access, use, and interact with digital technologies in an informed and productive manner. ” This includes awareness of the legal and ethical issues associated with digital use. Third: The Current State of Digital Illiteracy and Its Challenges 3.1 The Digital Divide The lack of digital skills among a large segment of individuals deprives them of equal opportunities in employment, education, access to digital government services, and participation in decision-making. This results in a “digital divide between those who possess knowledge and those who do not.” The groups most affected by digital illiteracy include older adults, low-income individuals, and residents of remote areas. 3.2 Challenges of Digital Transformation Digital illiteracy constitutes a genuine obstacle to inclusive growth across various fields, particularly as services and employment increasingly depend on digital skills. As institutions increasingly provide their services entirely through digital platforms, individuals who lack digital skills face “digital alienation” and an inability to access and use these services effectively. Fourth: Strategies for Promoting Digital Literacy 4.1 Institutional Integration Addressing digital illiteracy requires “the integration and coordination of efforts between the government and private sectors in order to develop and implement effective solutions.” This includes establishing a clear vision for digital empowerment for all age groups in society, including rural and remote communities. 4.2 Education and Training Educational institutions have a responsibility to empower students from the basic education stages through university by providing them with the digital skills required in the modern labor market. Studies highlight the importance of teaching digital literacy in educational institutions as a means of addressing computer illiteracy. 4.3 Strengthening Digital Infrastructure Addressing digital illiteracy requires comprehensive efforts that include “education, awareness, and the provision of digital infrastructure.” It also requires the development of digital services designed to take into account the capabilities and skills of end users. Conclusion Digital illiteracy represents a multidimensional challenge that requires a comprehensive and integrated response from all sectors of society. To address this phenomenon effectively, it is necessary to adopt strategies that include education and training, strengthening digital infrastructure, and developing partnerships between governments and private institutions. It is also essential to raise awareness of the importance of digital empowerment as a fundamental human right in the digital age and to ensure the participation of all segments of society in the process of digital transformation. References 1. Fiha Khair, Maryam; Dou, Nasr; Krouche, Tidjani. (2024). Digital Illiteracy: Reality and Prospects. National Forum on the Digital Economy, University of El Oued. 2. Askar, Khadija. (2024). The Educational Value of Computer Literacy Through Teaching Digital Literature in Educational Institutions. Journal of Arabic Language Sciences and Literature, 16(2), 83–101. 3. Digital Illiteracy: Reality and Prospects. (2024). University of El Oued. 4. Digital Illiteracy: A New Challenge in a World of Unequal Capabilities. (2024). Independent Arabia. 5. Al-Hashim, Adel. (2025). Promoting Digital Literacy. Ammon News Agency.