Ashraf Alam2026-03-052026-03-052025-12-2697983373851059798337385129https://doi.org/10.4018/979-8-3373-8510-5.ch006https://gnanaganga.alliance.edu.in/handle/123456789/9880This chapter reframes digital literacy as a justiciable facet of the right to education. Blending learning science and ethics, it defines competencies that unite critical judgment, data literacy, multimodal authorship, computational reasoning, safety, and civic responsibility. Using the A4A lens of availability, accessibility, acceptability, and adaptability, it links pedagogy to enablers such as teacher capacity, universal design, trustworthy analytics, and multilingual content. Comparative examples from Finland, Singapore, India, and sub-Saharan Africa show divergent governance and equity gaps. The analysis examines datafication, algorithmic bias, and surveillance risk while assessing the affordances of AI and immersive media. A pragmatic framework specifies design levers, learning evidence, and policy tools that align finance and accountability. Digital literacy is advanced as public infrastructure for democratic participation and dignified work across the life course.enHuman Rights JurisprudencePolicy ImplicationsDemocratic AccountabilityDigital CompetenciesPedagogical Frameworksbook-chapter