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Sexualized deepfakes as a socio-technical continuation of gendered power

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Abstract Sexualized deepfakes are frequently framed as a problem of deception, misinformation, or privacy. However, a growing body of scholarship has shown that the central harm of deepfake pornography does not primarily lie in viewers being deceived, but in the non-consensual creation and circulation of sexualized representations. Building on this insight, this article examines sexualized deepfakes as socio-technical mechanisms of gendered power. Drawing on science and technology studies and feminist media theory, it argues that deepfake pornography extends existing practices of image-based sexual abuse by weaponizing visual representation against women. The paper situates sexualized deepfakes within longer histories of visual domination and analyzes how digital platforms, AI infrastructures, and cultural norms amplify these harms. It shows that current governance approaches, including consent-based legal frameworks, victim-centered resilience strategies, and technical detection tools, address only partial dimensions of a fundamentally systemic problem. In response, the article proposes a consent-centered socio-technical framework for governing deepfake abuse that integrates platform accountability, legal reform, technical safeguards, and victim support. Understanding sexualized deepfakes as instruments of power rather than merely falsified media shifts the focus of governance from protecting authenticity toward protecting autonomy, dignity, and justice in the age of generative AI.

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Incorporating quantitative analysis, qualitative case studies, and game-theoretic modelling, this review article takes a mixed-methods approach to assess the educational and economic effects of digital learning platforms. In this study, we analyse data from a variety of global organizations to determine things like student outcomes, cost-efficiency, internet penetration, and access to digital platforms during the COVID-19 pandemic. The correlations between digital infrastructure and educational outcomes were investigated using statistical analyses, and the operational cost savings and scalability of digital learning were quantified using regression models. Three developing nations, namely, Brazil, India, and Kenya, that used digital learning platforms during the pandemic are examined in detail in the study. Topics covered in these case studies include the digital divide, infrastructure constraints, and the adaptability of digital platforms for disadvantaged populations, as well as the specific difficulties and triumphs encountered by each nation. Case studies in India, Kenya, and Brazil all centre on different aspects of digital platform integration in rural schools, mobile learning solutions’ impact on expanding educational opportunities to underserved areas, and the importance of removing socioeconomic barriers from public schooling in Brazil. The strategic interactions between important stakeholders, including governments, educational institutions, students, and technology providers, were also modelled using a game-theoretic analysis. Using payoff matrices, the research shows the costs and benefits that each stakeholder considers when choosing between expensive but high-quality platforms and cheaper but lower-quality alternatives. Findings highlight the significance of stakeholder alignment and collaboration in achieving educational outcomes that are both cost-efficient in the long run and optimized for individual stakeholders. Digital learning platforms offer considerable scalability benefits and reduce costs per student by 25–30%, as shown in this review. Consequently, they are cost-effective educational solutions. Having said that, these platforms can only succeed if digital infrastructure and institutional funding are readily available. Enrolment, retention, and student outcomes have all improved in regions with strong internet access, while areas with weak infrastructure still struggle greatly with equity in access and academic achievement. Digital infrastructure is crucial to the success of educational models worldwide. The long-term advantages for institutions and students are best achieved through strategic, high-quality investments in digital platforms.

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  • SUSTAINABILITY, SOCIAL INNOVATIONS AND DIGITAL TRANSFORMATION
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