For Refugees, Digital Literacy is Key to Success in the Workforce

When COVID-19 began, IINE had no choice but to close its classroom doors—but with the pandemic hitting immigrant communities the hardest of anyone, it was critical that the IINE team found a way to continue to support, educate, and prepare clients for success in the U.S 

So, if IINE could not welcome clients into its offices, it would have to bring its offices to its clients. Staff began delivering laptops to clients’ homes and learning how to offer all services and classes remotely. As if this were not challenging enough, many clients had little to no experience with computers or smartphones. Before they could learn how to access services remotely, they would have to learn basic digital literacy. 

Five years later, almost all IINE services and classes include hybrid options or components, and all education programs make digital literacy instruction available to those who need it. This is not only a revolution in accessibility, but also key to preparing clients for the workforce. It’s estimated that while roughly 92% of jobs now require some degree of digital literacy, 40% of workers with limited English skills have low digital literacy. 

Lowell’s Approach: Bridging ESOL and Technology

IINE’s Lowell Education team has addressed the challenge by supplementing each of its in-person English for Speakers of Other Languages (ESOL) classes with an additional hour of instruction each week, and monthly in-person drop-in hours for remote students. In 2025, 80 students received free Chromebooks and instruction on how to use them.  
 
“The classes are helping students with typing. They’re learning about the parts of a keyboard and computer icons, relevant vocabulary, and how to use Zoom features like chat, emojis, and breakout rooms,” says ESOL & Job Readiness Instructor Dedra Carpenter. “These skills are valuable to their ability to fully engage in education, employment, and everyday life. We’re seeing students build confidence and autonomy.” 

Manchester’s Approach: Workforce Training Goes Digital

In IINE’s Manchester office, digital literacy is not only incorporated into ESOL instruction, but has also been introduced into workforce orientation trainings. At a new office computer lab, clients learn how to navigate the internet, use GPS and Google Translate, set up and use email accounts, and search and apply for jobs. 

“Historically speaking, learning English has been the major form of literacy that has empowered our clients to move beyond surviving to thriving,” says Career Services Manager Andrew Cullen.  

“However, the world we live in today means that digital literacy is becoming as important as English literacy. Many employers conduct their hiring process virtually, from application through interviews, and job offer letters and onboarding paperwork are often completed digitally. They need to learn a suite of programs to get through the job application process, and there are often further digital literacy requirements to complete the job.” 

Boston’s Approach: New Digital Programs Open New Doors

IINE’s Boston Skills Training Department recently launched two new digital initiatives. 

Funded by a grant from the City of Boston, Bridge to IT Proficiency is a three-month digital literacy course that includes lectures, self-study, and group work. Students receive individual tutoring from IINE volunteers who help them to understand instructions and review their mistakes—and sometimes provide on-site childcare. All graduates of the program receive follow-up support, whether it’s additional literacy training, help with job applications, or, in the case of those pursuing work in the growing IT field, advanced training.  

“One of our Afghan clients, Samima, has a background in computer science and wants to continue her career in the field,” says Lead Career Navigator Gordon Parris. “We purchased her an online self-study course and have been providing tutoring while she completes the course.” 

Gordon says that this approach can help address many clients’ particular challenges. “Samima has a one-year-old, and with her husband working full-time, she wouldn’t be able to attend an in-person class given her child-care responsibilities. She’s now received a certificate in Web Development, including certification in CSS and JavaScript!” 

After the success of the first cohort of Bridge to IT Proficiency, with support from Congresswoman Ayanna Pressley’s Dig.Lit 2.0 initiative, IINE’s Boston Skills training team launched their latest digital literacy effort—a drop-in class, created in collaboration with the Volunteer, ESOL, and Employment teams. 

“To date, we have served 55 unique clients, and at least 38 have received course completion certificates. Clients who otherwise hadn’t been able to open and check their own email accounts are now able to do so – thereby removing a significant hurdle in the job application and interviewing procedure.” 

Like Bridge to IT, the drop-in class relies on volunteer tutors to help students through the material. IINE Career Navigator Luqman Alkhaneqeeni, who helps teach the class, says that one volunteer in particular brought him particular joy this past cohort. 

“Yvener came to the U.S. from Haiti with his family under a humanitarian parole program. He showed interest in the IT industry and got an IT tuition-based scholarship while receiving services from our Refugee Career Pathways program. He successfully graduated from Bridge to IT and was top in the class in terms of performance, attendance, and score, and even assisted his classmates. After he graduated, he began volunteering in multiple computer skills classes at IINE to help anyone he could.” 

Gordon and Luqman say that their volunteer tutors are not only helpful but also tend to have great experiences in the classes. Gordon adds that one volunteer recently told him, “It’s a really gratifying opportunity because I know how much fear and uncertainty these folks are experiencing, I see how hard they work to move forward, and I know that the skills I’ve just helped them acquire will serve them no matter what happens next. Knowledge and skills are always an incredible gift. No one can take them away from you.” 

IINE recently hosted a celebration for graduates of both programs in the Boston office. Several graduates made speeches to thank their classmates, instructors, and everyone who supported them in pursuing their certificates.  

One student, Wilben, who had been a house painter in Haiti and now seeks an office administrative role in Boston, recruited several friends he made while living in an emergency shelter to join him in the Dig.Lit 2.0 class. He spoke to them in his graduation speech, “Today is our graduation day, and it is a very special moment for all of us. We have worked hard for many months to reach this point. We faced many challenges, but we never gave up. Our teachers supported us and helped us learn new things every day. Our families stood by us and encouraged us to keep going. Today, we feel proud because we can see how much we have grown. This is not the end, but the beginning of a new journey for our future. Let us thank everyone who helped us come this far and step into the next chapter with hope and confidence.” 

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Refugees and immigrants make long, dangerous journeys to the U.S. You can give them the help they need to find safety and opportunity in our communities.