ICT-enabled learning improves schoolgirls' access to resources, knowledge, and skills¶

Claim · All claims
Evidence · 1 study (2 entries) · review r2 · q2
Currency · newest study 2023 · checked against its sources 2026-10-29 (automated, 2 of 2 entries) · not reviewed by a person

Subclaims¶

q2 i? Mobile-enabled learning and CAL expanded girls' access to resources, knowledge and skills, with mobile devices common household tools supporting access. → Liang 2023 q2 i? Emerging technologies might not directly improve girls' access, as schoolgirls still have less home Internet access than boys. → Liang 2023 (2)

Evidence¶

Liang 2023¶

Liang, M., Lim, C. P., Park, J., & Mendoza, N. B. (2023). A review of ICT-enabled learning for schoolgirls in Asia and its impacts on education equity. Education Tech Research Dev. https://doi.org/10.1007/s11423-022-10178-w

q2 · i? · review · r2

Theme synthesized from the reviewed studies via GAF coding; the review cites examples including mobile phones and apps popular among urban adolescent girls in India and government-supported tablets in rural areas.

"In this review, mobile-enabled learning and CAL expanded girls' access to resources, knowledge and skills. It may be because mobile devices are more common ICT tools that a household owns and affords to support schoolgirls' access to learning opportunities."

Liang 2023 (2)¶

Liang, M., Lim, C. P., Park, J., & Mendoza, N. B. (2023). A review of ICT-enabled learning for schoolgirls in Asia and its impacts on education equity. Education Tech Research Dev. https://doi.org/10.1007/s11423-022-10178-w

q2 · i? · review · r2

The review reports, citing Ali et al. (2019), that emerging technologies may not directly improve girls' access; cultural beliefs may also continue to restrict access where schools use traditional teaching methods.

"Despite being given a chance to try emerging technologies that are rare in schoolgirls' personal lives as a novel way to learn a subject matter, schoolgirls still have less access to the Internet at home than boys do (Ali et al., 2019)."

Discussion¶

Learner Variables¶

• Access — outcome: instruction changes it

Related Claims¶

• Four ICT-enabled learning approaches are used in empirical studies of schoolgirls' learning in Asia, with computer-assisted learning the most common — related
• Digital game-based learning aligns most with practice/participation and belief/perception dimensions, while mobile-enabled learning leads access to assets — a narrower finding that bears on this claim
• ICT-enabled learning improves schoolgirls' practice and participation in learning, with girls sometimes scoring better than boys — related
• ICT-enabled learning may change beliefs and perceptions about girls' capacity and ICT's value — related
• Fewer reviewed studies align with the policy dimension, and policies ignoring gender differences may deter girls' participation — related
• Individual internet penetration in rural Bangladesh (36.5%) is about half the urban rate (71.4%), which one case-study preprint argues puts cloud-dependent AI tools out of reach for rural learners — related
• Students' basic ICT skills pose little barrier in classroom settings but major hurdles for individual and mobile use, mitigated by peer support and initial device setup — related
• AI in adult education risks reinforcing existing inequalities via the digital divide, particularly for rural, low-income, and marginalized learners — related