Jesu Arockia, Venice2025-07-232025-07-2320252584-220X(Online)https://ds.dmiseu.org/handle/123456789/39This study investigates the relationship between internet usage and perceived social deviance among secondary school students in Lusaka, Zambia, with specific attention to the rise in awareness and expressions of LGBTQ identities. Using a mixed-methods approach, data were collected from 53 students across Matero Boys, Matero Girls, and Lusaka Hermann Gmeiner secondary schools. The research reveals that increased internet access broadens students’ exposure to global discourses on gender and identity, often challenging traditional norms and prompting cognitive dissonance. Findings indicate that digital platforms promote reflexive identity formation while raising tensions in educational institutions unprepared to address such transitions. The paper concludes by advocating for inclusive digital literacy, policy reform, educator capacity-building, and culturally sensitive support systems in schools.enSocial DevianceInternet ExposureLGBTQ AwarenessSecondary School StudentsIdentity FormationDigital LiteracyZambiaCultural NormsArticle