Note: Examining the Gender Digital Divide in ICT: A Closer Look at Ghana, South Africa, and India

Liu, Connie; Wang, Kassie; Goay, Miyuki; Yoon, Sofia

doi:10.1145/3530190.3534832

Cited by 3 publications

(1 citation statement)

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“…In the educational context, the GDD is represented by the lack of educational materials with a gender perspective (Pedraza Bucio, 2021; Wong & Kemp, 2018), disinterest of girls and young women in the digital world (Yu, 2018), professional vocations related to technology (Liu et al., 2022), and false identification of spaces such as computer labs as exclusive to males (Afiani, 2018). Another critical factor influencing the GDD is the lack of digital competencies and skills that limit women in all areas of their lives (Ahmad et al., 2019).…”

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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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

View full text Add to dashboard Cite

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“It looks useful, works just fine, but will it replace me ?" Understanding Special Educators’ Perception of Social Robots for Autism Care in India

Ashwini,

Ghoshal,

Suri

et al. 2024

Proceedings of the CHI Conference on Human Factors in Computing Systems

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The Impact of a Lack of Information and Communication Technologies at Rural Schools

Mahlangu,

Goosen

2023

Contemporary Challenges in Education

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The purpose of this chapter is to present a literature review on issues related to the integration of information and communication technologies (ICTs) in especially South African rural schools. Against the background of the impact of digitalization in a changing educational environment, the chapter looks at some of the theories and models that had been developed in that specific field, based on empirical findings from various authors. The review also outlines some of the literature that had touched on this topic, as well as the respective findings from such studies and the conclusions reached on the impact of a lack of ICTs at rural schools.

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Note: Examining the Gender Digital Divide in ICT: A Closer Look at Ghana, South Africa, and India

Cited by 3 publications

References 2 publications

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

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

“It looks useful, works just fine, but will it replace me ?" Understanding Special Educators’ Perception of Social Robots for Autism Care in India

The Impact of a Lack of Information and Communication Technologies at Rural Schools

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