Perspectives on the Professional Development of Female Teachers through ICT: Current Trends and Prospects

In the modern educational environment, environmental and communication technology is becoming afundamental requirement for the professional development of women teachers, but there are several technical,social and institutional barriers to its effective use at the practical level. The present article examines thesechallenges, opportunities and possibilities and makes it clear that ICT is not just a set of teaching tools but adynamic framework that can be a source ofsignificant improvement in the professionalskills,self-confidenceand teaching performance of women teachers. The research found that although women teachers consider theuse ofICT to be beneficial, inadequate training facilities, lack of availability of technical aids and institutionalinattention also limit their use. The research also shows that regular ICT training, gender-sensitive trainingmodels and equitable access to digital resources play a decisive role in the professional development ofwomen, as Patron (2015) and Maryam (2009) have emphasized the importance of professional learningenvironments and facilities, and further policy instruments. Investment in ICT infrastructure, the creation ofa conducive technological culture and the provision of social support by the government can open newavenues for women’s professional development. Ultimately, the research concludes that ICT should berecognized as a project driver for women teachers’ professional autonomy, teaching creativity and educationalleadership and should be given a central place in future education policy.