In brief
The Department of Census and Statistics reports only 38.1% computer literacy, a slight decline from last year, despite rising internet usage. Digital literacy remains high at 72.5% thanks to widespread smartphone use. The gap has implications for e‑government services, elections, and civic engagement.
On 5 November 2026 the Department of Census and Statistics released a bulletin indicating that only 38.1 percent of Sri Lankans aged 5–69 can use a computer, a slight drop from 38.4 percent in the previous year, according to a Xinhua report on the census data.
The bulletin, covering the first half of 2026, also highlighted that 72.5 percent of people in the same age range are digitally literate – defined as the ability to use smartphones and tablets independently – and that internet penetration has climbed to 63.9 percent from 60.4 percent in 2025.
Computer literacy is the key to accessing online government services such as tax filing, public procurement, and national identity documentation, many of which are increasingly available only through web portals and desktop applications. A low rate of computer proficiency therefore limits a significant portion of the population from fully participating in e‑governance and from accessing public information that could inform their civic decisions.
While the high digital literacy rate suggests widespread use of mobile technology, the sharp contrast between mobile and desktop usage also points to a digital divide that may rout the most economically and politically powerful demographic groups. According to the bulletin, smartphones account for 80.9 percent of devices used to access the internet or email, whereas desktops and laptops account for just 17.1 percent, underscoring the limited penetration of traditional computer equipment in households.
In a democratic society, the capacity to engage with government online is increasingly essential. Citizens rely on e‑services for filing complaints, requesting public documents, and participating in online consultations. With only a third of the population comfortable with computers, many may find it difficult to navigate the procedural details of these services, ultimately leading to unequal access to public resources and a potential erosion of accountability.
Election processes in Sri Lanka have also begun to integrate digital platforms for voter registration and real‑time monitoring of polling data. Though the press reports momentarily suggest an expansion of e‑voting pilots, the effectiveness of these initiatives depends on the public’s computer literacy. If a majority remains unable to use the requisite technology, the promise of more transparent and inclusive elections may remain unfulfilled.
The legal system is not immune either. Courts increasingly offer e‑filing of case documents and electronic access to case schedules, which requires a certain level of computer proficiency. The low rate of digital competence may disenfranchise litigants who lack the skills necessary to submit petitions or appeal decisions without in‑person court visits, thereby widening the barrier to justice.
Moreover, the rising email usage to just 21.9 percent indicates that many citizens still do not use email regularly, which in the contemporary information environment is often a primary channel for receiving official notices and public health advisories. A limited email base can hinder the rapid dissemination of critical information during public crises, impacting community resilience.
Given these civic stakes, the Department of Census and Statistics has indicated that it will collaborate with the Ministry of Digital Infrastructure and Media to design targeted computer‑training programs. The objective is to bring the computer literacy rate back above the 40 percent threshold, thereby enhancing the inclusivity of digital public services and ensuring equitable access to the democratic benefits of the digital age.
As Sri Lanka moves further into a technology‑driven governance model, the 38.1 percent computer‑literacy figure reveals a pressing need for comprehensive digital education policies. Only by bridging this gap can the nation guarantee that the public—across all regions and socio‑economic strata—has the skills to exercise full civic participation and hold public institutions accountable in the digital era.