Gender Equality in digitalization and Computer Use

Abstract

This research paper is to examine gender and computer use in education in various countries using data sources. The results of the study indicate that the concerns expressed by educators about gender equity are valid. Female students have less knowledge about information technology, are less interested in using computers compared to male students, and experience more difficulties with the software. This could be due to factors such as differences in parental support, access to computers, the lack of female role models, and the type of computer-related activities conducted in schools. Gender differences were found both inside and outside of schools, highlighting the need for awareness and action by both teachers and parents. Although the USA was found to be the most "gender equal" country among those examined, there is a lack of policies in schools regarding gender issues, and even when they exist, they are not communicated to parents. The purpose of the study is to examine gender and computer use in education in various countries and to identify factors that contribute to gender differences in computer use. The study aimed to address the concerns expressed by educators about gender equity in computer use and to highlight the need for awareness and action by both teachers and parents. The study used a quantitative research design and data sources from various countries to achieve its objectives. The approach to the topic was a comparative analysis of gender differences in computer use, and the theoretical scope of the paper was to understand the factors that contribute to these differences. The expected research results were to identify gender differences in computer use and to highlight the need for action to address these differences. The social implications of this research are significant, as it highlights the need for gender equity in computer use, which can lead to improved educational outcomes and better career opportunities for female students.