Exploring gender gaps in smartphone usage-ownership patterns among science teachers: A case study of Zimbabwe

Using Zimbabwe as an LMIC case and guided by the Adaptive Structuration Theory for Individuals, the study was carried out to determine the gender gap in smartphone usage-ownership patterns for science teachers in LMICs. A descriptive survey design was used in this study. Data was collected using an online questionnaire which was completed by 179 science teachers. Findings from the study show that the average gender gap in smartphone ownership by science teachers in Zimbabwe is 5% and the average gender gap in smartphone use is 29%. Smartphone use for leisure purposes has the highest gender gap while access to social media is the lowest. The use of smartphones as instructional interface devices is still very low and the corresponding 27% gender gap is too high compared to the gap in ownership. The findings revealed that male science teachers dominate in both smartphone ownership and use in LMICs where Zimbabwe is used as a case. The study recommends that LMICs’ science curricula should be tailored in compliance with Industry 4.0 dictates as a way of closing the gender gap in smartphone use and ownership.