Gender Differences in Lecturers’ Competency and Use of Learning Management Systems at a University of Technology in South Africa

Despite the increasing integration of digital tools, female lecturers exhibit a lack of confidence in their digital competencies, which adversely affects their engagement with LMS platforms. Understanding the cause of this disparity is the gap this study intends to fill. A simple random sample of 121 participants from the Faculty of Science was selected, employing a mixed-methods approach with a convergent parallel design. Data were gathered through an online LMS survey and interviews. Quantitative data were analyzed using independent samples t-tests and chi-square tests, while qualitative data were analyzed through thematic analysis with Atlas.ti. The results indicated that 48.7% of female lecturers showed a stronger inclination towards adaptation, whereas male lecturers were more evenly divided between adaptation and appreciation. Most lecturers reported positive experiences with LMS tools. This study advocates for targeted professional development programs to enhance digital competencies and promote collaboration. Universities should adopt and integrate feminist pedagogy principles into their digital teaching practices to create more inclusive and equitable online learning environments. By addressing gender disparities, the research aims to contribute to achieving United Nations’ fifth Sustainable Development Goal on gender equity in higher education, ultimately improving student engagement and learning outcomes.