The Need for Better Educational and Functional Literacy among the Trans+ Community

In many developing economies, trans and gender‑diverse people face systemic barriers that restrict their access to education, employment, safety, and digital participation—severely limiting their ability to achieve economic independence or dignified livelihoods. These barriers are not incidental; they are produced and reinforced by legal restrictions, discrimination, and the rapid shift to digital services that leave trans communities behind.

Globally, states continue to under‑address the educational disparities affecting LGBTI youth and adults. ILGA World identifies 54 countries with legal barriers to freedom of expression, with at least 15 imposing explicit constraints on LGBTI people within education systems. This marginalisation undermines pathways to employment and deepens cycles of poverty, especially for trans individuals whose identities are more visibly policed.

The digital divide compounds this exclusion. Access to devices, stable connectivity, language‑appropriate content, and safe online environments is increasingly essential to participate in civic life, education, and work. Yet for many trans people in the Global South, these conditions are out of reach. Digital literacy and online safety knowledge are crucial, but they remain inaccessible without targeted community‑centred initiatives.

The challenges are stark in Africa. Many countries face low internet penetration, high device costs, and widening reliance on digital platforms. In Uganda, a 2018 TNU study found that 41% of trans respondents experienced violence in public spaces, including schools and health facilities, directly obstructing access to education and employment. Although many had completed secondary or tertiary education, 56% still reported a need for improved access, while 67% identified employment as their most urgent need. Over 59% live in the lowest income quintiles, reflecting the structural barriers that keep trans people economically marginalised.

In India, affordability and device ownership are major barriers for trans communities. Legal requirements for a government‑issued self‑identification certificate restrict access to education and employment; without these, trans people are locked out of economic opportunity, leading to poverty that further limits internet access, device ownership, and digital participation. The divide is systemic: fewer opportunities lead to fewer resources, deepening exclusion.

The rise of AI disproportionately affects trans and gender‑diverse people. AI‑driven tools often reinforce cis‑heteronormative assumptions, misgender users, and exclude indigenous languages and dialects from digital ecosystems. This makes trans communities less visible, less safe, and less supported in digital spaces.

Not every trans+ person has had a chance to enjoy a fair and equitable education in their youth.

A by‑and‑for microlearning intervention—co‑designed with local trans communities and delivered in local languages—offers a scalable, culturally relevant solution. By improving digital literacy, online safety, and access to inclusive knowledge, this initiative will support trans people across the Global South to navigate digital spaces safely, build skills, and pursue education and employment opportunities with dignity.