In brief
The latest figures from Sri Lanka’s Department of Census and Statistics show computer literacy at 38.1 %, a slight decline from 38.4 % a year earlier. Digital literacy, defined as independent use of smartphones and tablets, remains robust at 72.5 %. Internet usage increased to 63.9 % with 80.9 % of connections made via mobile phones.
In its first‑half 2026 bulletin, the Sri Lankan Department of Census and Statistics (DCS) disclosed a computer‑literacy rate of 38.1 % among residents aged five to 69, slightly below the 38.4 % recorded in the corresponding half of the previous year, according to Xinhua news agency.
The bulletin’s definitions distinguish between "computer literacy," the ability to employ a personal computer for basic tasks, and "digital literacy," which includes use of smartphones and tablets; the latter metric rose to 72.5 % during the same period, illustrating a persistent gap between desktop‑based and mobile‑based proficiency.
Internet penetration reached 63.9 % of the population, up from 60.4 % in 2025, while email usage climbed marginally to 21.9 %. According to Xinhua, the bulk of internet activity—80.9 %—was carried out on smartphones, with only 17.1 % of accesses originating from desktops or laptops.
The DCS methodology relied on stratified household surveys across all provinces, employing structured questionnaires that recorded self‑reported ability to perform tasks such as document editing, spreadsheet use, and operating basic software. Respondents were asked to demonstrate proficiency on either a desktop, laptop, or mobile interface, and responses were tabulated by device type.
In parallel, daily‑mirror.lk corroborated the DCS figures, noting that only 38.1 % of the population could operate a computer independently. The report highlighted that the decline in computer literacy, although modest, may signal a widening digital divide as mobile technology continues to dominate.
Although the data show enhanced internet accessibility, the low computer‑literacy rate suggests that merely expanding network infrastructure may not automatically translate into deeper digital skills. Researchers in information technology emphasize that computer literacy involves both confidence and competence with hardware and software, as well as an understanding of basic troubleshooting.
Policy discussions in Sri Lanka have begun to address this gap, with proposals for integrating computer education into primary and secondary curricula. The Ministry of Education has announced pilot programs aimed at providing small‑scale computer labs in rural schools, citing the DCS survey as a catalyst for intervention.
From a broader perspective, the continued rise in mobile usage—where 72.5 % of the population can handle smartphones—aligns with global trends in low‑ and middle‑income countries. Yet the data underscore a key challenge: high mobile engagement may mask limited capacity to engage with more complex or resource‑intensive applications that require traditional desktop computing.
Experts in e‑governance have pointed out that government services increasingly rely on online portals that are often designed for desktop browsers. As such, a 38.1 % computer‑literacy rate may hamper public access to e‑services, especially for older age groups, who are less likely to be digitally fluent.
The internet‑usage figure of 63.9 % climbing from 60.4 % indicates a steady influx of new users, many of whom enter the digital ecosystem via mobile devices. The disparity between internet penetration and computer literacy illustrates that connectivity alone does not guarantee advanced digital proficiency.
Mail usage, modestly rising to 21.9 %, is relatively low compared to other regions, suggesting that email education may lag behind. Combined with the lower computer literacy, this raises questions about preparedness for emerging technologies that rely on email for authentication or communication.
In summary, the DCS’s 2026 census data paint a complex picture: widespread mobile use and rising internet penetration coexist with a relatively small proportion of the population that can navigate desktop computers. Addressing this imbalance will likely require coordinated educational initiatives and the deployment of user‑friendly, low‑cost computing solutions that bridge the skill gap.