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

Abstract

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.

Digital Environments of Education 4.0 and complex thinking: Communicative Literacy to close the digital gender gap

“…On the other hand, the literature review on this topic has revealed that the development of 21st-century technologies and the evolution of Education 4.0 have widened the disparities in equitable technology use (Peláez-Sánchez et al 2023). This phenomenon has led to an increase in the digital divide, limiting access, utilization, and appropriation of complex learning environments based on technologies such as augmented reality, virtual reality, data analytics, and blockchain, among others, for vulnerable groups, including women (Miranda et al 2021).…”