Section 4 | HERE AND NOW by their own internalization of gender norms. One key informant noted that most teachers are women who themselves tend to lack experience and confidence using—and creatively exploring—technology in the classroom. In part, this challenge is related to the rote learning methods of the past, in which the educator was a position of authority who dispensed knowledge, unquestioned. To some extent, it can be addressed as UNESCO is doing, by introducing technology to teachers along with interactive pedagogical methods in which the educator is a guide who facilitates learning by doing. “Public libraries have educational value— they offer useful skills like debate and critical thinking, as well as opportunities to practice and expand digital skills.” —Urban CSO representative In addition, most students and youth—Myanmar’s first generation of digital natives—are incentivized to promote digital development, as they reasonably stand to benefit from tech-enabled educational and employment opportunities for which older generations lack preparation or exposure. Since adolescence involves exploring social norms as part of negotiating the transition to adulthood, youth also tend to be more comfortable with shifts in or challenges to traditional norms, including gender-based roles and expectations. It is worth noting that in Myanmar university students in particular have historically played a very visible role in demanding social change. To the extent that digital access and skills are seen as entitlements or tools of empowerment rather than means of increased government surveillance or state propaganda, students can be broadly expected to champion them. At the same time, there will be subsets of marginalized youth for whom digital development may remain an unobtainable luxury indefinitely due to cost, linguistic barriers, or geopolitics. For others, particularly adolescent girls and young women, it may remain a tightly controlled family asset in line with normative, socioeconomic, or security concerns. Ending the Gender Digital Divide in Myanmar: A Problem-Driven Political Economy Assessment | 84