Filomachi Spathopoulou, Konstantinos M. Pitychoutis, Jaroslaw Dydowicz

Digital Transformation and Gender Equity in Higher Education: Insights from Algeria

Introduction

Digital transformation and gender equity in higher education: insights from algeria. Explore digital transformation and gender equity in Algerian higher education. This study uncovers significant gender differences in digital readiness, offering targeted policy recommendations.

Abstract

As digital transformation reshapes higher education globally, questions of equitable access and readiness have become increasingly urgent, particularly in regions marked by structural inequality. This study investigates gender-based differences in digital readiness among higher education stakeholders in Algeria, using data from a large-scale national survey. Eight dimensions of readiness were examined, including digital infrastructure, skills, e-learning engagement, and institutional support. Results reveal statistically significant gender differences in key domains, with male participants reporting higher levels of perceived readiness in infrastructure, skills, and overall preparedness. Other areas, such as administrative support and e-library services, showed no significant disparities. These findings highlight both persistent gaps and emerging areas of parity, calling for more targeted, gender-sensitive interventions in institutional planning. The study contributes to global digital equity literature by providing disaggregated, context-specific insights from North Africa and offers practical policy recommendations to support inclusive digital transformation in higher education.

Review

This timely study, "Digital Transformation and Gender Equity in Higher Education: Insights from Algeria," addresses a critical and increasingly urgent issue in contemporary higher education: the equitable integration of digital technologies, particularly through a gender lens. By focusing on Algeria, a context marked by structural inequalities, the research provides valuable disaggregated insights into gender-based differences in digital readiness. The authors employ a large-scale national survey to investigate eight dimensions of readiness, revealing nuanced findings that underscore both persistent gaps and areas of emerging parity in the digital transformation journey within the region's higher education sector. The methodological approach, utilizing a large-scale national survey, lends significant weight to the findings, allowing for robust statistical analysis of gender differences across various digital readiness dimensions. The core revelation – that male participants reported statistically higher levels of perceived readiness in critical areas such as digital infrastructure, skills, and overall preparedness – highlights a substantial challenge for inclusive digital transformation. While the absence of significant disparities in administrative support and e-library services offers some hopeful counterpoints, the dominant trend points towards a clear digital divide along gender lines. These results are crucial for understanding the complexities of digital adoption, indicating that simply providing resources may not equate to equitable access or engagement, especially when individual perceptions of readiness are considered. The study makes a significant contribution to the global digital equity literature by offering much-needed context-specific data from North Africa, a region often underrepresented in such discussions. Its findings are not merely descriptive but serve as a strong impetus for actionable policy. The call for more targeted, gender-sensitive interventions in institutional planning is a direct and practical outcome, guiding policymakers and institutions towards strategies that can genuinely foster inclusive digital transformation. This research thus provides a solid foundation for developing equitable digital strategies, emphasizing that a one-size-fits-all approach is insufficient and tailored interventions are paramount for bridging the identified gender gaps in digital readiness within higher education.

Full Text

Comments

You need to be logged in to post a comment.