To address these challenges, UNESCO, the Beijing Normal University (BNU), the UNESCO International Research and Training Centre for Rural Education (INRULED) and the governments of Ghana and the United Republic of Tanzania are collaborating on the project ‘Closing the digital divide: Ensuring gender-transformative digital education for women and girls’. The main objective is to provide teacher training on gender-transformative pedagogy. Approximately 60 ICT teacher educators in each country will be reached, who will in turn impart this knowledge to current and future ICT teachers. In addition, 500 girls in the United Republic of Tanzania and 240 girls in Ghana will be supported to build digital skills and confidence.
The scale of the inequality to be addressed is significant. Globally, 244 million fewer women than men use the internet (UNESCO’s 2024 Gender Report ‘Technology on Her Terms’), restricting access not only to information, but also to education, employment and essential services. These gaps reflect broader structural inequalities that shape who can benefit from digital transformation and who risks being left behind. From an early age, girls are often less encouraged to engage with science, technology, engineering and mathematics (STEM), affecting their confidence, participation and future learning pathways.
A collaborative effort for gender-transformative change
A central pillar of the project is a comprehensive training programme designed to strengthen teacher capacity. The programme targets teacher educators, pre-service teachers and in-service teachers, equipping them with the knowledge and skills to implement gender-transformative, equitable and inclusive digital pedagogies.
Through these trainings, educators learn to:
- Recognize and address gender biases in the classroom.
- Integrate gender perspectives into digital and STEM lesson planning.
- Foster inclusive, participatory learning environments.
- Encourage girls’ engagement, confidence and leadership in digital learning.
By empowering teachers, the project ensures that gender-transformative practices are embedded within education systems and sustained over time.
I’ve learned how to make my class inclusive for all learners, integrate gender transformative pedagogy and create a safe digital atmosphere for digital education learners.
Michael Daniel NachipyanguICT Lecturer, Open University, United Republic of Tanzania
Beyond pedagogy, these teachers also serve as powerful role models. By fostering positive representations of women and girls in ICT and encouraging their engagement, they help nurture a new generation of confident learners prepared to thrive in the digital age.
Fostering girls’ confidence and interest in digital learning
Alongside teacher training, the project places strong emphasis on nurturing girls’ confidence and interest in digital and STEM fields. Creating supportive learning environments is key to helping girls overcome self-doubt and restrictive gender norms and expectations.
Teachers can help build girls’ confidence in digital learning. When girls are encouraged to try, experiment and succeed in these subjects, they are more likely to stay engaged and pursue further studies in digital fields.
When we look at a classroom, we see that most of the girls lack confidence, they don’t engage, they don’t lead. It is important that we challenge these existing barriers and stereotypes to make sure there is equitable and inclusive learning.
Dr Lily Mkalanga MasanyiwaLecturer, University of Dodoma, United Republic of Tanzania
In parallel, the project also supports extra-curricular initiatives, such as mentorship opportunities, ICT clubs, and camps, that expose girls directly to digital skills and careers, helping to broaden their aspirations.
Through gender-transformative and inclusive teaching practices with positive reinforcement, girls are encouraged to explore digital tools, develop problem-solving skills, and envision themselves as active participants in the digital world. This shift, from barriers to empowerment, is essential for building a more equitable and innovative future.
READ MORE: https://www.unesco.org/en/articles/closing-digital-gender-divide-through-education-unescos-work-ghana-and-united-republic-tanzania?hub=701
