Published Paper Details:

This study examines the enduring Digital Gender Divide (DGD) in education, concentrating on rural females in India, and underscores the disparities in access, ownership, skills, and engagement in digital learning. Using recent information from the ASER 2024 Report, UNICEF, the GRDP Toolkit, and different government programs, including DIKSHA, SWAYAM, and PM e-Vidya, the study finds important social, cultural, and infrastructural barriers that keep females from taking part in digital education. Even if digital infrastructure and educational platforms are growing, rural girls still fall behind boys when it comes to owning devices, knowing how to use them safely online, and having more freedom. This is because of gender conventions, money problems, and a lack of freedom. The study utilizes qualitative content analysis to amalgamate emerging themes from literature and policy documents, highlighting the significance of gender-responsive digital pedagogies, localized content, community participation, and inclusive policy frameworks. It concludes that without targeted, gender-sensitive interventions--including subsidized device access, teacher training, secure online environments, and intersectional pedagogy--digital education may exacerbate rather than alleviate existing gender disparities. This research advocates for enduring policy initiatives and systemic transformation to guarantee equal digital learning opportunities for all genders, especially the most marginalized females.