Improving female participation in the Afghanistan higher education system: the role and application of information technology

Thesis

This study investigates the role of Educational Technology (EdTech) in improving female participation in Afghanistan higher education, the measures adopted so far and the remaining challenges to be addressed. Female participation in Afghanistan higher education has been shaped by conflict, socio-economic and political conditions, culture, institutional and individual capacity, structural and governance issues, community, family and individual factors and characteristics. In 2021, Afghanistan was ranked last in the gender parity index in tertiary education in South Asia, despite improvements in the last two decades, In terms of innovation, Afghanistan has lagged behind many comparator countries in the integration and application of EdTech for teaching and learning in higher education. The COVID-19 global crisis and the closure of university campuses amplified the central role of technology in ensuring continued access and participation. This study covers mainly the context of the last ten years, reflects on some of the existing challenges, and has implications for the future of women in higher education in Afghanistan. The study employed qualitative research, collecting data from the review of policy documents and semi-structured interviews with higher education policy-makers, academics and female students. The study's central finding is that EdTech plays a direct and critical role in improving female participation in higher education in Afghanistan. However, the optimal integration of EdTech to sustain and improve female participation and access is impacted by socio-economic conditions, infrastructural readiness, student agency - motivation and initiative – and teaching staff readiness, as well as the national and institutional regulatory and policy environment.

Authors: Sofizada, A

• DOI: 10.5287/ora-bdvnvaka1
• Type of award: MSc taught course
• Level of award: Masters
• Awarding institution: University of Oxford
• Language: English
• Keywords: qualitative research; female participation; equity; synchronous interviews; CIE2022; semi-structured questions; CIE; higher education; gender; educational technology; Afghanistan; access; asynchronous interviews
• Subjects: Interviews; Educational technology; Education, Higher; Education; Qualitative research