𝐇𝐚𝐧𝐝𝐬-𝐎𝐧 𝐃𝐢𝐠𝐢𝐭𝐚𝐥 𝐄𝐝𝐮𝐜𝐚𝐭𝐢𝐨𝐧 𝐒𝐭𝐫𝐞𝐧𝐠𝐭𝐡𝐞𝐧𝐬 𝐂𝐲𝐛𝐞𝐫 𝐀𝐰𝐚𝐫𝐞𝐧𝐞𝐬𝐬 𝐈𝐧 𝐑𝐮𝐫𝐚𝐥 𝐂𝐨𝐦𝐦𝐮𝐧𝐢𝐭𝐢𝐞𝐬

…𝒔𝒕𝒖𝒅𝒆𝒏𝒕𝒔, 𝒎𝒐𝒏𝒌𝒔, 𝒇𝒂𝒓𝒎𝒆𝒓𝒔, 𝒂𝒏𝒅 𝒍𝒐𝒄𝒂𝒍 𝒓𝒆𝒔𝒊𝒅𝒆𝒏𝒕𝒔 𝒈𝒂𝒊𝒏 𝒌𝒏𝒐𝒘𝒍𝒆𝒅𝒈𝒆 𝒐𝒏 𝒔𝒂𝒇𝒆 𝒐𝒏𝒍𝒊𝒏𝒆 𝒑𝒓𝒂𝒄𝒕𝒊𝒄𝒆𝒔 𝒂𝒏𝒅 𝒓𝒆𝒔𝒑𝒐𝒏𝒔𝒊𝒃𝒍𝒆 𝒊𝒏𝒕𝒆𝒓𝒏𝒆𝒕 𝒖𝒔𝒆

By Leki Chungdon

The ongoing initiative to empower communities in eastern Bhutan with digital literacy and cybersecurity awareness has reached Lhuntse Dzongkhag, marking the fifth successful stop under the Asia Pacific Network Information Centre (APNIC) Foundation–funded project “Enhancing Digital Literacy and Cybersecurity Awareness in Eastern Bhutan.” With only Mongar remaining, the project is nearing full coverage across all six eastern Dzongkhags.

The awareness sessions in Lhuntse brought together diverse groups of students, farmers, monks, and local residents to learn about safe and responsible digital practices in today’s increasingly connected world. At Lhuntse Higher Secondary School, more than 400 students and staff gained essential knowledge on online safety, privacy protection, and responsible internet use. In Gangzur Gewog, over 120 participants, including farmers, youth, and elders, learned practical ways to safeguard themselves from online scams, fraud, and misinformation. Similarly, at the Ugyen Dongag Woesel Choeling Institute, more than 80 monks took part in discussions on cyber hygiene, digital ethics, and how to identify and respond to scam calls.

These interactive sessions not only raised awareness but also created space for meaningful dialogue. Participants openly shared their own experiences and challenges, from scam phone calls to fraudulent online activities, reinforcing the importance of digital vigilance in rural communities. The project team expressed gratitude to local leaders, teachers, monks, and community members for their active participation and support in making the event a success.
“Our goal is to ensure that every individual, regardless of age or background, feels confident and secure using digital technology,” said a project representative from Jigme Namgyel Engineering College (JNEC), Royal University of Bhutan. “Through these sessions, we are building a foundation for a safer and more digitally aware Bhutan.”

The initiative is made possible through the support of the APNIC Foundation and ISIF Asia, in partnership with Bhutan Computer Incident Response Team (BtCIRT) and the Government Technology (GovTech) Agency, Royal Government of Bhutan. With five Dzongkhags now covered—Trashigang, Trashiyangtse, Pemagatshel, Samdrup Jongkhar, and Lhuntse—the project is set to conclude in Mongar Dzongkhag, completing its mission across eastern Bhutan. Together, the program aims to build a digitally literate and cyber-aware Bhutan, one Dzongkhag at a time.

Karma Kunzang, the Mangmi of Gangzur Gewog in Lhuentse Dzongkhag, said, “Digital literacy is very important for our community because nowadays most work is carried out through online services. One of the major online challenges in our Dzongkhag is related to WeChat. Many people share their personal details with unknown individuals, which has led to cases of account loss and even financial scams. People in our community responded positively to the awareness program and showed great interest in learning. As farmers, many of them had never attended such an important session before. After the program, they understood about 40 to 50 percent of the importance of cybersecurity.”
He also said that it would be very helpful if the government could establish a local office or branch in the Dzongkhag to provide guidance and support when online conflicts or issues arise. He believes such programs should also be extended to other sectors, as almost everyone today relies on online services for their work. Raising awareness on cybersecurity is crucial to prevent unnecessary problems in the future.

Dorji Choedra, a teacher at Lhuntse Higher Secondary School (LHSS), said, “The digital literacy and cybersecurity awareness session is highly relevant in today’s increasingly digital world. As technology becomes an integral part of teaching, learning, and daily communication, it is essential for both teachers and students to possess the knowledge, skills, and attitudes required to navigate the online space safely and responsibly. For students, the session helps them develop crucial skills to use technology effectively for learning and personal growth, safeguard their personal information, and identify and avoid online risks such as scams, cyberbullying, and misinformation. Ultimately, this contributes to creating a safer and smarter digital learning environment.”

He also stated that the key takeaways from the session include understanding the importance of digital literacy, protecting personal information, identifying cyber threats, and practicing responsible online behavior. Although no formal assessment was conducted, it is evident that the program has significantly enhanced students’ knowledge and practical skills in navigating cyberspace safely and responsibly. Support in the form of capacity building for ICT teachers would be highly beneficial. Once these teachers are adequately trained, they can transfer their knowledge and skills to the broader school community. Alternatively, experts could continue conducting more awareness sessions based on specific needs and existing gaps.

Teachers and students in rural areas often face challenges due to limited digital literacy, which reduces their ability to recognize online threats such as phishing, scams, or malware. In addition, restricted access to training opportunities, expert guidance, and parental support makes it more difficult to cultivate responsible digital behavior. Common risks and misconceptions among students include underestimating the importance of privacy, oversharing personal information on social media, and assuming that all online interactions are safe. Many are also unaware of online scams and the long-term consequences of their digital footprint.

Namgay Wangmo, a student of LHSS, said, “I learned how to identify phishing emails, recognize scam calls, and protect my personal information online from this meeting and I also gained an understanding of the importance of using strong passwords, enabling two-factor authentication, and being cautious about what I share on social media. Some of my friends have received scam calls from people pretending to be bank officials, and I’ve seen fake messages asking for personal details. Before attending this program, we weren’t always sure how to respond to such situations safely.”

She also said that this training has taught her to stay alert and avoid falling for scams or misinformation. She will now be more careful about what she click on and who she trust online, which will make her internet use much safer. As more of their lives move online, it’s crucial for students to learn how to protect themselves from cyber threats. Early education on these topics can prevent many problems and help build responsible digital habits. She plan to share what she have learned with her family and friends, especially about identifying scams and protecting personal data. She also hope to help organize small awareness sessions or share safety tips on social media to spread the message further.

Yoenten Tshering, a lecturer and project lead at JNEC, said, “The project is designed to empower communities across eastern Bhutan with the knowledge and skills to use digital technologies safely, responsibly, and productively. Funded by the APNIC Foundation under the ISIF Asia 2024 Grant and implemented by the Department of Information Technology, JNEC, in collaboration with BtCIRT under the GovTech Agency, the initiative focuses on three key objectives: enhancing digital literacy through practical training on tools such as Google Workspace and safe online communication, raising cybersecurity awareness by educating participants about phishing, online scams, cyber hygiene, data privacy, and emerging risks linked to artificial intelligence, and building local champions, teachers, ICT officers, monks, and community leaders who can sustain awareness efforts within their institutions and communities even after the project concludes. Ultimately, the project contributes to Bhutan’s national vision of nurturing a digitally skilled and cyber-resilient society.”

He added that the response so far has been overwhelmingly positive and inspiring. Across Dzongkhags such as Pemagatshel, Trashigang, Trashi Yangtse, Lhuntse, and Mongar, there has been remarkable engagement from students, teachers, local leaders, and monastic communities. In schools, sessions attracted more than 400 to 500 students per event, with active participation in hands-on exercises. In the gewogs, villagers and young people showed deep curiosity, often requesting follow-up sessions. Even in monasteries, monks openly discussed issues such as scam calls and online misuse, clear evidence of how relevant these topics have become in all spheres of society. Participants expressed heartfelt appreciation that such awareness programs had finally reached rural Bhutan, highlighting the urgent need for continued digital education.

Conducting field sessions in remote Dzongkhags, however, came with challenges, particularly travel and accessibility. Reaching gewogs like Gangzur and Ugyen Dongag Woesel Choeling Institute required long drives on rough terrain. Moreover, participants’ digital exposure varied widely, from monks who had never used a smartphone to students already familiar with social media, demanding adaptable and inclusive training approaches. Despite these challenges, the enthusiasm of participants and the strong support from local leaders ensured that every session was successfully completed.

Sustainability has been a major pillar of the project. To reinforce safe online practices, training materials such as posters, infographics, and booklets were distributed to schools, gewog offices, and monasteries for public display. Local champions, including ICT teachers, gewog officers, and monastic representatives, were identified during the workshops to serve as focal persons for ongoing awareness and capacity building. In addition, the project’s educational content is being shared with colleges under the Royal University of Bhutan to promote long-term integration into institutional programs.

Several key lessons have emerged from this initiative. Localized content proved essential, as tailoring examples and case studies to Bhutan’s context made sessions more relatable and impactful. Inclusivity was equally important, as extending sessions beyond schools to monks, farmers, and rural youth ensured that groups often left behind were reached. Strong partnerships also amplified the project’s impact. Collaboration with BtCIRT under GovTech ensured technical accuracy, national alignment, and credibility. Most importantly, hands-on learning proved the most effective approach, with participants retaining information better when they practiced cyber hygiene rather than simply hearing about it. These insights will inform future national programs on digital literacy and online safety.

He also added, “The partnership with the BtCIRT under the GovTech Agency has been crucial in ensuring credibility, technical expertise, and sustainability. BtCIRT contributed valuable technical insights, real-life cybersecurity case studies, and guidance on Bhutan’s evolving threat landscape. They also strengthened outreach by linking the project with national digital initiatives and school ICT networks. Together, they bridged the gap between community-level awareness and Bhutan’s broader cybersecurity strategy, transforming local participation into collective national resilience.”

Having now completed sessions across all six eastern Dzongkhags and extended the program to Sherubtse College, the project aims to leave behind informed communities that understand the importance of protecting digital data, recognizing online threats, and responding responsibly; digitally empowered students and teachers who can confidently use technology for education and communication, and sustainable local awareness networks led by trained champions capable of replicating workshops in their own areas. In the long run, the project envisions eastern Bhutan emerging as a model region for digital inclusion and cybersecurity awareness, demonstrating how collective community effort can advance Bhutan’s vision of a secure and digitally empowered society.

Khenpo Dawa Penjor of Ugyen Dongag Woesel Choling Institute said, “Digital literacy and cybersecurity awareness are very important and relevant for monks and monastic institutions. For example, even the small financial transactions we make today are often done digitally, and our studies also rely on online services. It also allows us to stay informed through online news. The most valuable lesson we learned from the session was the importance of maintaining secure passwords on our mobile phones and not placing blind trust in applications or videos on social media. We were also taught how to recognize fake websites and to be cautious when sharing OTP codes. So far, I have not heard of any monks in my institute falling victim to scam calls or online fraud, but I am aware that some villagers have been deceived and lost as much as Nu. 120,000 to scammers. Whenever possible, we try to spread this awareness to the wider public during our preaching, so that people who are unaware of online fraud and scams can also be protected.”

Thupten Gyelay, a Tshokpa of Gangzur Village, said, “Even before the meeting in Lhuentse on digital literacy and cybersecurity awareness, I had heard about online fraud and scams, but I never took the matter seriously. After attending the meeting, however, I realized how important and relevant this issue is in our daily lives. Now that people are more aware of online fraud, I believe they are less likely to become victims, as they know how to handle such situations. It is truly beneficial to educate communities about these risks. Even so, people need to be reminded regularly about online scams, so I would be very grateful if similar meetings could be organized again for those who did not have the opportunity to attend this time.”