Gender Digital Divide and Education in Latin America: A Literature Review

Arrabal, Ana Ancheta; Montes, Cristina Pulido; Carvajal-Mardones, Víctor

doi:10.3390/educsci11120804

Cited by 14 publications

(19 citation statements)

References 44 publications

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“…All this implies that the gender gap in the perceptions analyzed generally benefits female professors in terms of their training and self-confidence and in terms of the impact of digital stress (Figure 6). This observation contradicts the results of other studies that have analyzed the gender gap in digital competence in the Latin American and Caribbean areas, which generally benefits men with respect to their digital competence [62][63][64].…”

Section: Main Results and Relationship With Previous Literaturecontrasting

confidence: 97%

Influence of Country Digitization Level on Digital Pandemic Stress

Antón‐Sancho

Vergara

Fernández‐Arias

2022

Behavioral Sciences

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A quick and effective solution to address the immediate change in teaching methods after the COVID-19 pandemic was digital learning environments (DLEs). The way in which this process of change towards DLEs was tackled was different around the world, depending on multiple factors, including the level of digitization, technology, and innovation. This paper conducts quantitative research on the influence of the COVID-19 pandemic on the adaptation of university professors to DLEs. In order to achieve this objective, a sample of 723 university professors from 15 countries in Latin America and the Caribbean was taken. The participants’ self-perception of the stress generated and their levels of digital competence during the COVID-19 pandemic were studied according to the Global Innovation Index (GII) of their country of origin. The results show that professors have an intermediate–high self-perception of both their digital competence and their ability to adapt to DLEs. It is also shown that neither the professors’ level of digital competence nor the GII of the country of origin fully explain the level of pandemic stress regarding the use of DLEs. This fact suggests that there must be other influential factors to consider, thus opening new lines of future research.

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Section: Main Results and Relationship With Previous Literaturecontrasting

confidence: 97%

Influence of Country Digitization Level on Digital Pandemic Stress

Antón‐Sancho

Vergara

Fernández‐Arias

2022

Behavioral Sciences

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“…However, this paper evidences, as a novel and original result, that the behavior of the gender digital divide in terms of VR ratings is different depending on the PA country in question. Specifically, in The digital gender gap that disadvantages females that occurs in general in Latin America [32][33][34] manifested in all PA countries, as male professors expressed higher selfconcepts of their digital skills than females in all of them (Figure 3). However, this paper evidences, as a novel and original result, that the behavior of the gender digital divide in terms of VR ratings is different depending on the PA country in question.…”

Section: Discussionmentioning

confidence: 99%

“…The literature identifies some explanatory variables of professors' assessments of VR tools. Among them, gender is especially highlighted, because the Latin American region suffers from a persistent gender gap that disadvantages females in terms of access to technologies and their knowledge [32][33][34]. In this sense, the preceding literature does not present differential studies by country of gender gaps in the valuations of digital teaching technologies, but there are studies that analyze the situation in specific countries.…”

Section: Literature Reviewmentioning

confidence: 99%

Higher Education in the Pacific Alliance: Descriptive and Exploratory Analysis of the Didactic Potential of Virtual Reality

Antón‐Sancho

Fernández‐Arias

Vergara

2023

MTI

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In this paper, we conducted descriptive quantitative research on the assessment of virtual reality (VR) technologies in higher education in the countries of the Pacific Alliance (PA). Specifically, differences between PA countries in terms of the above perceptions were identified and the behavior of the gender and knowledge area gaps in each of them was analyzed. A validated quantitative questionnaire was used for this purpose. As a result, we found that PA professors express high ratings of VR but point out strong disadvantages regarding its use in lectures; in addition, they have low self-concept of their digital competence. In this regard, it was identified that there are notable differences among the PA countries. Mexico is the country with the most marked gender gaps, while Chile has strong gaps by areas of knowledge. We give some recommendations towards favoring a homogeneous process of integration of VR in higher education in the PA countries.

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“…Various studies have highlighted the main differences and inequalities of the GDD in various areas, including the education sector (Alozie & Akpan, 2017; Bala & Singhal, 2018). Other authors have analyzed gender differences in digital skills exhibited by women and men in higher education (Ancheta et al., 2021; Palomares et al., 2021), the barriers that limit women's access to careers in Science, Technology, Engineering, and Mathematics (STEM) due to the presence of gender stereotypes and roles (Bala & Singhal, 2018), and the disadvantages that women face when entering fields with high demand for digital skills (Del Valle, 2020; Krchová & Höesová, 2021; Mushtaq & Riyaz, 2020). It has even been argued that the digital divide is a risk factor for women's social security, as it hinders the growth of the digital economy due to the lack of skilled workers, reduces company profits, and deteriorates social well‐being (Kislyakov & Shmeleva, 2018).…”

Section: Introductionmentioning

confidence: 99%

Gender digital divide in education 4.0: A systematic literature review of factors and strategies for inclusion

Peláez‐Sánchez,

George Reyes,

Glasserman‐Morales

2023

Future in Educational Research

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The gender digital divide (GDD) is a phenomenon that refers to the inequalities and differences between men and women in accessing the digital ecosystem in various environments, such as the scenarios of Education 4.0. Bridging the GDD in access, use, and appropriation of technologies would promote the digital inclusion in spaces traditionally dominated by men. A systematic literature review was conducted using seven databases, considering Scopus and Web of Science. Through this, the factors with the most significant impact on the widening of this type of gap were identified. The findings suggest that the elements that limit the GDD are (a) access and use of technologies, (b) social barriers, and (c) gender stereotypes and roles. On the other hand, factors that need to be considered for the digital inclusion of women were identified as follows: (a) the mode of interaction with technologies, (b) digital competencies in Education 4.0, (c) the mode of technology‐mediated teaching and learning, (d) digital competencies in the workplace, and (e) digital participation. It is concluded that more digital inclusion strategies are needed to reduce the GDD, thus requiring greater participation from society and universities to achieve digital equity.

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Gender Digital Divide and Education in Latin America: A Literature Review

Cited by 14 publications

References 44 publications

Influence of Country Digitization Level on Digital Pandemic Stress

Influence of Country Digitization Level on Digital Pandemic Stress

Higher Education in the Pacific Alliance: Descriptive and Exploratory Analysis of the Didactic Potential of Virtual Reality

Gender digital divide in education 4.0: A systematic literature review of factors and strategies for inclusion

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