Research Article
Bridging the Digital Divide in Digital Humanities Using
AI-Driven Applications and Services in India
Mohitosh Das*
Issue:
Volume 12, Issue 4, December 2026
Pages:
85-98
Received:
10 June 2026
Accepted:
26 June 2026
Published:
6 November 2026
Abstract: The rapid development of digital technologies has transformed the humanities into an interdisciplinary domain known as Digital Humanities (DH). It is an intersection of computing technology and the humanities using various digital tools. However, the present digital divide is characterized by unequal access to digital infrastructure, skills, and resources, which limits inclusive participation in digital knowledge ecosystems. In India, socio-economic disparities, linguistic diversity, and infrastructural gaps intensify this divide. This study explores how Artificial Intelligence (AI)-driven applications and services can contribute to bridging the digital divide in Digital Humanities and promote more inclusive access to digital resources. This research work examines how AI (Artificial Intelligence)-driven applications and services can minimised this divide in Digital Humanities. The study adopts a qualitative and exploratory research approach based on an extensive review of scholarly literature, theoretical frameworks, policy documents, and selected Indian case studies. Particular attention is given to AI-supported initiatives such as Bhashini, the National Digital Library of India (NDLI), multilingual natural language processing (NLP) tools, and language preservation projects that seek to improve accessibility across diverse linguistic communities. By analyzing theoretical frameworks, reviewing existing literature, and examining Indian case studies, the research work underscores the competence of AI in enhancing accessibility, preservation, and dissemination of cultural knowledge. The evidence from existing literature and case studies points that AI-driven tools such as computational linguistics, semantic technologies and machine learning can significantly reduce knowledge inequality, though challenges related to ethics, bias, and infrastructure remain. The study concludes that AI has considerable potential to support inclusive digital transformation in humanities research through multilingual access, intelligent information retrieval, automated metadata generation, language preservation, and improved accessibility of cultural heritage resources. However, realizing these benefits requires equitable digital infrastructure, AI literacy, ethical governance frameworks, and collaborative efforts among governments, academic institutions, libraries, archives, and technology developers The work recommends appropriate strategies for policy, practice, and future research.
Abstract: The rapid development of digital technologies has transformed the humanities into an interdisciplinary domain known as Digital Humanities (DH). It is an intersection of computing technology and the humanities using various digital tools. However, the present digital divide is characterized by unequal access to digital infrastructure, skills, and re...
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Case Report
Exploring the Agony of the Girl-Child in Uganda: Systemic Oppression, Educational Barriers, and Policy Implications
Lwanga David*,
Nansamba Hadijah
Issue:
Volume 12, Issue 4, December 2026
Pages:
99-105
Received:
10 April 2026
Accepted:
20 May 2026
Published:
12 November 2026
DOI:
10.11648/j.ash.20261204.12
Downloads:
Views:
Abstract: The girl child in Uganda continues to experience widespread social, economic, and cultural challenges despite the existence of constitutional protections, gender policies, and international commitments aimed at promoting gender equality and protecting children’s rights. Many girls remain vulnerable to educational exclusion, child labor, sexual abuse, trafficking, and early marriage, particularly in rural and low-income communities. This paper examines the forms and magnitude of suffering experienced by the girl child in Uganda, with particular focus on the Western Region. The study adopted a documentary review and analysis methodology involving the systematic review and critical analysis of secondary data obtained from academic literature, government reports, policy documents, and publications from national and international organizations. The analysis was guided by Radical Feminism Theory, Social Learning Theory, Intersectionality Theory, and the Human Rights Framework to understand the structural and socio-cultural factors contributing to the vulnerability of the girl child. The findings reveal that girls continue to face significant barriers to education, including poverty, inadequate scholastic support, lack of sanitary materials, and gender-based discrimination, leading to high school dropout rates. The study further established that child labor, sexual abuse, prostitution, trafficking, and forced or early marriages remain prevalent and were exacerbated during the COVID-19 pandemic. Patriarchal norms, socio-economic inequalities, weak law enforcement, and limited institutional support continue to undermine efforts aimed at protecting girls and promoting their well-being. The paper concludes that although Uganda has established several legal and policy frameworks to safeguard the rights of the girl child, implementation gaps and persistent socio-cultural barriers continue to expose girls to multiple forms of suffering and exploitation. The study recommends strengthening enforcement of existing laws, improving access to education and social support services, enhancing community awareness programs, and promoting evidence-based interventions aimed at protecting and empowering the girl child in Uganda.
Abstract: The girl child in Uganda continues to experience widespread social, economic, and cultural challenges despite the existence of constitutional protections, gender policies, and international commitments aimed at promoting gender equality and protecting children’s rights. Many girls remain vulnerable to educational exclusion, child labor, sexual abus...
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