In brief
Sri Lanka’s Department of Census and Statistics reports a 38.1% computer‑literacy rate—slightly down from 38.4% in 2025—while digital literacy remains high at 72.5%. Internet and email usage also rise, driven largely by smartphones, according to Xinhua, Dailymirror and Hirunews coverage.
On November 5, 2026, the Department of Census and Statistics (DCS) released its Computer Literacy Statistics Bulletin, announcing that only 38.1 percent of Sri Lankans aged five to 69 can independently use a computer, a slight decline from the 38.4 percent reported for the same period in 2025.
According to Xinhua, the bulletin also highlighted that the country’s digital literacy—defined as the ability to use smartphones and tablets—stood at 72.5 percent. Internet usage increased to 63.9 percent from 60.4 percent in the previous year, while email usage rose modestly to 21.9 percent. Xinhua added that smartphones accounted for 80.9 percent of devices used to access the internet or email, compared with 17.1 percent for desktops and laptops.
Dailymirror reported the same computer‑literacy figure of 38.1 percent, noting that the figure reflects the column of those who can work on a computer independently. The outlet echoed the bulletin’s observation that a substantial share of the population continues to rely on mobile devices for digital engagement.
In a brief note, Hirunews pointed out that computer literacy stood at 38.1 percent, while digital literacy was significantly higher at 72.5 percent. The source also highlighted that internet usage was highest among those aged 20–24, and that mobile phones remained the dominant tool for internet and email access.
All three accounts converge on the same key data: computer literacy has slipped below the 40 percent threshold, yet the broader digital ecosystem is resilient, with most Sri Lankans accessing the web primarily through smartphones.
These findings underline a persistent divide between traditional computer use and mobile‑based digital engagement, suggesting that public policy and education initiatives may need to adapt to the realities of a mobile‑first society.
