Digital Reading Behavior in Afghanistan: A Meta-Synthesis of Influential Factors

The proliferation of digital technologies has transformed global reading practices, yet Afghanistan faces profound challenges with one of the world's lowest adult literacy rates (43%) and severely limited internet access (only around 18% of the population has consistent connectivity). This digital divide creates a significant barrier to the adoption of digital reading, necessitating a specialized investigation into the factors shaping digital reading behaviors in this unique context. A meta-synthesis following Sandelowski and Barroso's seven-step model was conducted, analyzing 25 qualitative and mixed-methods studies (2015-2025) from Afghanistan and comparable contexts. Databases searched included PubMed, ERIC, Google Scholar, and the repositories of Afghan universities. Studies were systematically evaluated using the Critical Appraisal Skills Programme (CASP.) checklist and data analysis followed Thomas and Harden's thematic synthesis approach. Key factors emerged across five domains: (1) Personal (digital literacy, motivation, cognitive load), (2) Environmental (infrastructure limitations), (3) Technical (device accessibility, UI design), (4) Psychosocial (family influence), and (5) Content-related (language localization, multimedia integration). Digital literacy and infrastructure were identified as the most critical barriers. Strengthening digital literacy programs, optimizing low-bandwidth content, and culturally adapting interfaces are vital for enhancing digital reading engagement in Afghanistan. Future research should focus on developing and testing pragmatic solutions tailored to this reality, including low-bandwidth content delivery models and community-based digital literacy initiatives.