Gender Digital Divide and Education: A Reflection from the University of Nairobi, Kenya

The use of digital technology safely and effectively is increasingly becoming important. Moreover, since the onset of the COVID-19 pandemic, digital technological skills have continued to transform the educational landscape, bringing a wide range of benefits to both students and teachers. This requires both men and women students and teachers to know how to use digital devices and connectivity tools for high-quality and future-focused teaching and learning processes. The objective of the study was to find out the extent to which gender digital divide exists in the Faculty of Education, University of Nairobi. Findings and information presented and discussed in this paper were obtained from a critical review of relevant literature based on gender and digital technology in education. In addition, using documentary analysis guide statistical data based on the number of women and men in selected Information, Communication and Technology courses was derived from the University of Nairobi’s E-Graduation booklets covering three consecutive academic years; 2020, 2021 and 2022. Descriptive data was computed using frequencies and percentages. Findings reveal that gender digital divide gap is clearly visible, for instance, there were only 6 and 8 men and no women graduates in Masters of Science in Computer Science and Masters in Education Technology respectively. Such gender disparity is likely to impact the number of women pursuing Information Communication and Technology-related careers. There is evidence to show that to some extent, the gender digital divide is a result of gendered-related social norms and stereotypes to poor advocacy of digital technological careers. Thus, there is a need to encourage both men and women students to study Information Communication and Technological courses with the aim of ensuring inclusivity and equitable education for everyone, while developing lifelong learning opportunities as stipulated in Sustainable Development Goals 2030