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A Scoping Review of How Higher Education Institutions bridge the Gender Digital Gap: Lessons for Namibia
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Abstract
This scoping review identifies approaches that Higher Education Institutions (HEIs) use worldwide to reduce the gender digital divide and their applicability in the Namibian context. The study was guided by the steps suggested by Arksey and O’Malley’s framework. The study followed systematic steps: formulating research questions, searching through sources like IEEE, Scopus, SABINET, and Google Scholar, applying inclusion criteria, charting data, and summarising results. Of the 67 articles reviewed (2017-2024), only 13 met the inclusion criteria.
Findings reveal that HEIs in developed regions utilise advanced technologies, supported by substantial financial resources, whereas HEIs in developing areas choose to adopt community-based and, most importantly, cost-effective approaches. Barriers include insufficient infrastructure, limited budgets, and strong cultural traditions. Nevertheless, there is a chance to adopt new tech, like AI and mobile learning, through public-private partnerships, the implementation of digital literacy programmes, and the integration of these changes into the culture.
Through this, Namibian HEIs can actively engage in bridging the gender digital gap and providing more access to digital resources for their female students, thus benefiting and impacting the greater community and economic development. The paper identified and highlighted the transformation for an inclusive digital education approach, emphasising collaborative solutions within the given context.
PCF11 Plus: Beyond the Forum
Sub-Theme: Gender, technology and innovation in open education
Paper ID: 3113
Subject
Country
Namibia
Region
Africa
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Date
2025-09
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Publisher
Commonwealth of Learning (COL)