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Technophobia: Fostering Equitable Access in Open Education
Abstract
One of the concerns about the pervasive nature of artificial intelligence is its potential to exacerbate the existing digital divide. This concern is even more rife when we consider women’s engagement with technology, as studies have shown that there are far fewer women in the AI field than men, with at least a 56% disparity. The same is true in the workforce. Regarding women’s inclusion in open education, the story is the same. In at least three surveys conducted by the author on NOUN students, women account for far less than male respondents. Over the years, STEM education and, recently, STEAM, have been proposed to address this issue, but the extent to which these have achieved the desired outcome is open to debate. Given the nature of open and distance learning and its reliance on technology, how might we employ technology to drive women’s learning and inclusion? Does nurture or nature influence how women learn and use technology? Using the qualitative methodology and lifelong learning theory, this study argues that micro-credentials can foster inclusion beyond courses to recognise formal, informal and non-formal learning or ‘other ways of learning’ and prior learning.
PCF11 Sub-Theme: Gender, Technology and Innovation in Open Education
Paper ID: 0061
Subject
Country
Nigeria
Region
Africa
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Adobe PDF, 324.76 KB
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Date
2025-09
Author
ORCID
Corporate Author
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Publisher
Commonwealth of Learning (COL)