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<p>The study explores the gendered digital divide in higher education and explores strategies for enhancing student access and inclusion through a systematic literature review (SLR) adhering to PRISMA protocols. The study analysed peer-reviewed empirical research published between 2014 and 2024, identifying key thematic areas such as digital literacy, socio-cultural barriers, institutional policies, and pedagogical practices contributing to the digital gender gap. The findings highlight the persistent challenges faced by female students in accessing digital resources and participating in online education, with a particular focus on gendered technological disparities, societal expectations, and institutional biases. The paper uses a social justice theory to emphasise the importance of inclusive learning environments and equitable digital policies in addressing these challenges. The recommendations propose a comprehensive approach, advocating for targeted interventions such as digital literacy programmes, gender-sensitive online pedagogies, policy reforms, and the promotion of digital equity initiatives to ensure greater participation and success of women in higher education.</p>

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Bridging the Gendered Digital Divide: Strategies for Enhancing Access and Inclusion for Students in Higher Education

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年2月24日

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  • Ntombikayise Nkosi,
  • Mncedisi Christian Maphalala

摘要

The study explores the gendered digital divide in higher education and explores strategies for enhancing student access and inclusion through a systematic literature review (SLR) adhering to PRISMA protocols. The study analysed peer-reviewed empirical research published between 2014 and 2024, identifying key thematic areas such as digital literacy, socio-cultural barriers, institutional policies, and pedagogical practices contributing to the digital gender gap. The findings highlight the persistent challenges faced by female students in accessing digital resources and participating in online education, with a particular focus on gendered technological disparities, societal expectations, and institutional biases. The paper uses a social justice theory to emphasise the importance of inclusive learning environments and equitable digital policies in addressing these challenges. The recommendations propose a comprehensive approach, advocating for targeted interventions such as digital literacy programmes, gender-sensitive online pedagogies, policy reforms, and the promotion of digital equity initiatives to ensure greater participation and success of women in higher education.