Digital Transformation and Gender Equity in Higher Education: Insights from Algeria

Abstract

As digital transformation reshapes higher education globally, questions of equitable access and readiness have become increasingly urgent, particularly in regions marked by structural inequality. This study investigates gender-based differences in digital readiness among higher education stakeholders in Algeria, using data from a large-scale national survey. Eight dimensions of readiness were examined, including digital infrastructure, skills, e-learning engagement, and institutional support. Results reveal statistically significant gender differences in key domains, with male participants reporting higher levels of perceived readiness in infrastructure, skills, and overall preparedness. Other areas, such as administrative support and e-library services, showed no significant disparities. These findings highlight both persistent gaps and emerging areas of parity, calling for more targeted, gender-sensitive interventions in institutional planning. The study contributes to global digital equity literature by providing disaggregated, context-specific insights from North Africa and offers practical policy recommendations to support inclusive digital transformation in higher education.