Navigating the Role of digitalization in Women education: An Evidence from Madurai city of Tamil Nadu

Navigating the Role of Digitalization in Women Education: An Evidence from Madurai City of Tamil Nadu

S. Suganthi Priya, Dr. S. Meena Kumari^*

Research Department of Commerce, Thiagarajar College, Madurai

^*Corresponding Author

DOI: https://dx.doi.org/10.47772/IJRISS.2025.908000398

Received: 08 August 2025; Accepted: 16 August 2025; Published: 13 September 2025

ABSTRACT

In the contemporary world, numerous fundamental transformations are occurring, driven by increased urbanization and mobility, heightened demand for energy, water, and food, and the necessity for new technologies to enhance human work and lives. Digital platforms offer women with enhanced access to educational resources, knowledge, and adaptable learning environments. This necessitates the creation of systems that assess quality (e.g., reading/comprehension and speaking/pronunciation) in language learning. Artificial Intelligence can aid in designing tools and environments to facilitate this in educational institutions and domestic settings. With the advent of language access tools, innovative solutions can enable individuals to read any text in Indian languages or English in their preferred languages. This approach transcends the current three-language formulae. This research investigates the pivotal role of women, focusing on G20’s efforts, which highlight digital transformation as a significant opportunity to bridge the digital divide and foster a more inclusive digital society. This article examines the role of women in digital education within the evolving landscape of educational technology, and underscores the importance of promoting gender equality in educational access and its outcomes. This was achieved using a structured questionnaire administered to 300 women respondents; however, only 81 provided complete responses, which were taken forward for further analysis. These findings will facilitate comprehensive data analysis suitable statistical tools such Mean score, Oneway ANOVA to yield more robust results. Consequently, technical education and economic empowerment of women can lead to substantial advancements in human development and well-being for individuals, families, and society as a whole. It is imperative to provide women with opportunities to become well educated and proficient in new technologies throughout their educational journeys, with an emphasis on the values associated with utilizing these technologies.

Keywords: Digitalization, Technology, Education, Gender, Women

INTRODUCTION

In recent decades, digitalization has become a transformative force across various sectors, including education. Understanding its impact on women’s education is crucial for developing effective educational policies and programs. Higher education has witnessed extensive adoption of digital content through web-based technologies and Massive Open Online Courses (MOOCs). However, significant effort is required to enhance accessibility and effectiveness in India. This involves (i) tailoring content to individual students and allowing flexible pacing and (ii) making content available in Indian languages. The availability of online educational resources and supplementary materials, such as TED Talks and MOOCs, has significantly benefited students by compensating for the limited teaching resources and infrastructure of educational institutions. However, most of this content is in English, necessitating the development of technologies to facilitate accessibility in Indian languages. India requires evaluation models that are scalable, distributed, verifiable and reliable. Transitioning from a single high-stakes examination to multiple smaller but reliable assessments can significantly impact the learning process. This requires technologies such as (i) automated question generation, (ii) student-focused evaluation methods, and (iii) automatic and assistive assessment systems. Effective communication relies significantly on language proficiency. Students must develop competence in reading, comprehending, and speaking both Indian and English languages. This necessitates the creation of systems that assess quality (e.g., reading/comprehension and speaking/pronunciation) in language learning. Artificial Intelligence can aid in designing tools and environments to facilitate this in educational institutions and domestic settings. With the advent of language access tools, innovative solutions can enable individuals to read any text in Indian languages or English in their preferred languages. This approach transcends the current three-language formulae.

REVIEW OF LITERATURE

Shanmugam, P., & R. Elamaran. (2024). This study investigates welfare programs and socioeconomic conditions in the Dindigul District of Tamil Nadu using an interdisciplinary approach. It evaluates initiatives aimed at enhancing quality of life and identifies both successes and areas for improvement. This study assessed income distribution, employment, education, healthcare, and social welfare. These findings provide valuable insights for policymakers, professionals, and stakeholders in improving welfare schemes and addressing socioeconomic challenges in the Dindigul District. Montemayor (2021) explored the relationship between online learning, the attention span, and motivation among 253 college students in Metro Manila and Calabarzon. Using the McVay Readiness for Online Learning Questionnaire, McVay Academic Motivation Scale College Version, and Moss Attention Rating Scale, a correlation was identified between the attention span and online learning readiness. No significant differences were observed in motivation levels based on online learning readiness. The author recommends that future research examine asynchronous versus synchronous online education and consider instructional techniques and students’ academic years for more accurate results. Law and Yuan (2021) conducted a study on university students’ attitudes and satisfaction with online learning during the COVID-19 pandemic in Malaysia. Students from Kuching University were surveyed regarding their attitudes toward, and satisfaction with, various aspects of emergency remote learning, including materials, assessments, communication, technology, and support. The results indicated general satisfaction with online learning. The findings suggest that educators should employ instructional pedagogy and integrate technology to ensure quality education during and after the COVID-19 pandemic. Mardiana, Harisa (2020) examined faculty perspectives on digital learning, which is crucial for preparing students for the 21st-century economy. Educators in Tangerang City are hesitant to adopt new technologies and often lack basic computer skills. Despite their preference for in-person teaching, universities offer Moodle platforms. The COVID-19 pandemic has accelerated the global shift towards online education. A survey of over 100 professors in Tangerang City was conducted using Google Forms shared on WhatsApp, and the results were analysed using frequency and linear regression. The findings revealed that most instructors transitioned to e-learning, whereas 27 preferred in-person instruction.

Statement Of the Problem

Digital technologies have demonstrated the potential to enhance educational experiences and broaden access to learning resources. However, there is a significant gap in the research regarding the specific impact of digitalization on women’s education in Madurai, Tamil Nadu. Investigating this area could provide valuable insights into the unique challenges and opportunities faced by women. This study explored the positive effects of digitalization on women’s education, focusing on how it improves access to educational materials and enhances the overall learning experience.

Objectives

• To assess the extent of digital technology adoption in women’s education in Madurai, Tamil Nadu.
• To evaluate the impact of digitalization on women’s access to educational resources and opportunities.
• To examine the challenges faced by women in adopting digital technologies for education in Madurai, India.

Status Of Indian Education System

Digital India Initiative–This initiative aims to bridge the national digital divide through programs such as the National Digital Education Architecture (NDEAR) and Digital Infrastructure for Knowledge Sharing (DIKSHA) platforms. These initiatives provide digital resources for educators and students while concurrently enhancing internet connectivity in educational institutions.

Transformative trends: Navigating the future of education in India- India’s educational landscape is undergoing significant transformation under the National Education Policy (NEP), which places strong emphasis on STEM and skill-based learning. This approach prioritizes practical experience and digital literacy to enhance educational accessibility. Notable modifications include curriculum revisions aimed at fostering an engaging learning environment for the students. According to a KPMG report, India’s e-learning market is projected to grow by approximately 20% annually, reaching an estimated USD 2.28 billion by 2025. The report further indicates that India is emerging as a significant global e-learning player, second only to the United States. Additionally, a Praxis-ICVA study projects that India’s overall education market could reach USD 225 billion by 2025, suggesting a period of substantial potential for educational advancement and innovation in the country. The government has launched several programs to expand access to education and improve its quality. These initiatives include the following.

• Rashtriya Madhyamik Shiksha Abhiyan (RMSA)
• Samagra Shiksha Abhiyan and
• Sarva Shiksha Abhiyan

Support in the form of financial assistance and human resources from private sector entities, international organizations, and civil society plays a crucial role in enhancing these initiatives.

Challenges faced by the Indian education system-

• Substantial Reserved Seat Allocation in Central Universities: Central universities in India have allocated 49.5% of their seats to historically marginalized groups. Despite this allocation, many institutions have encountered challenges when filling these seats. To ensure equitable access to quality education, it is imperative that unoccupied reserved seats are reallocated to the general student population.
• Emphasis on Quantity Rather than Quality: Since gaining independence, India has experienced a significant increase in the number of Higher Education Institutions (HEIs), more than doubling. However, a substantial number of universities remain unaccredited, with 600 out of 1,043 universities and 25,000 out of over 40,000 colleges lacking accreditation. Elevated Student-Teacher Ratio in Indian Higher Education: The current student-teacher ratio in Indian higher education institutions is 28:1. In contrast, other major economies, such as China and South Korea, maintain a lower ratio of 18:2, indicating a higher number of teachers per student.
• Deficiency in Professional Development Opportunities: Both public and private HEIs exhibit deficiencies in fostering soft skills among teachers. Limited industry collaboration has resulted in a scarcity of industry expertise and understanding of industry requirements.
• Insufficient Supply of Qualified Faculty: In 2020, several central universities across India faced significant faculty shortages. States such as Haryana, Gujarat, Orissa, Rajasthan, Tamil Nadu, Jammu and Kashmir, and Bihar had central universities operating with only 52% of sanctioned faculty positions filled.
• Restricted International Student Inflow and Outbound Student Migration: In 2020, India attracted only 49,000 international students, whereas more than 500,000 Indian students pursued higher education abroad. Most foreign students in India originate from Bangladesh, Afghanistan, Sri Lanka, Tanzania, and Sudan.

METHODOLOGY AND RESULTS

The study was conducted using a structured questionnaire administered to female students from both schools and colleges. The sample consisted of 81 participants selected from educational institutions in Madurai City between June and July 2024. Convenience sampling was employed in this study. Primary and secondary data were collected.

Table No 1- Demographic profile of the respondents

Source: Computed Data

The table illustrates that 24.7% of the respondents were below 18 years of age, and 48.1% fell within the 18–25 age range. In total, 87.7% of participants held an undergraduate degree. Among the respondents, 64.2% resided in urban areas, while 21% resided in semi-urban locations. A significant 90% of the respondents had access to smart devices, with 61.7% using smartphones and 23.5% utilizing laptops for educational purposes. Furthermore, 64.2% of the respondents indicated a lack of formal training in the use of digital platforms for learning. A notable majority (85.2%) acknowledged the profound impact of digitalization on female education.

Expectation in digital education-

Table No 2 –Expectations

Source: Computed Data

Among respondents, 30.9% anticipated progress in gender equality in digital education. A minority (2.5%) expressed a preference for enhanced communication, while 8.6% emphasized the importance of improved accessibility and inclusivity in learning environments. Furthermore, 32.1% of the respondents desired broader access to global knowledge. There is an expectation of global collaboration and cultural transformation, with 18.5% of participants utilizing digital education for employment-related purposes.

Level of Digital skills obtained-

Table No 3- Skills Obtained

Source: Computed Data

Regarding digital skills acquired, the use of digital tools for educational purposes was rated highest (3.93), followed by skills that enhanced learning (3.88), with self-acquired skills receiving the lowest rating (3.70).

Age to challenges

Ho1: there is no significant influence between the age towards the key challenges faced by the users or students while using Digital tools and platforms for learning purpose

Ho2: there is no significant influence between the age towards the Impact of digitalization for learning purpose

Table No 4- Hypothesis Testing of Age towards Challenges faced (Ho1) and Impact level (Ho2)

Source: Computed Data

As the p-value exceeded 0.05, the null hypothesis (Ho1) was retained. It was therefore inferred that age did not have a significant impact on the primary challenges faced by users or students in using digital tools and platforms for learning. Respondents across various age groups encountered similar challenges. Similarly, because the p-value exceeded 0.05, the null hypothesis (Ho2) was accepted. It was concluded that age does not significantly influence the impact of digitalization on educational purposes. Respondents across different age groups experienced a positive impact when using digital platforms.

KEY FINDINDS

• The data revealed that 30.9% of respondents anticipated gender equality in digital education, 2.5% expected enhanced communication, and 8.6% emphasized improved accessibility and inclusivity in learning. Furthermore, 32.1% desired broad access to global knowledge, 7.4% anticipated global collaboration and cultural shifts, and 18.5% used digital education for employment opportunities.
• The findings indicate that elevated customer expectations were the primary factor, followed by product accessibility. Counterfeit markets were identified as the third most common factor, followed by increased external competition, secure digital payment transactions, and cultural shifts.
• Given that the p-value exceeds 0.05, the null hypothesis is accepted, suggesting that age does not significantly influence the challenges users face when using digital learning tools. The respondents from all age groups encountered similar challenges.
• Given that the p-value exceeded 0.05, the null hypothesis was accepted, indicating that age did not have a significant effect on digitalization’s influence on learning. Respondents across all age groups reported positive impacts of digital platforms.

SUGGESTIONS

• Students should cultivate adaptability and adopt lifelong learning practices to maintain their competitiveness in rapidly changing professional environments.
• Incorporating a predictive analysis of industry trends into academic planning would be beneficial, facilitating the proactive identification and development of skills expected to be in high demand.
• It will be beneficial to advocate for hybrid learning models that effectively combine traditional classroom instruction with online and experiential learning to enhance practical on-the-job skills.
• Furthermore, the expansion of access to winning, joint, and dual degree programs should be pursued through strategic collaboration between Indian and international universities in accordance with the University Grants Commission (UGC) regulations. This strategy offers students with valuable global exposure and diverse learning opportunities.

CONCLUSION

In conclusion, India’s vision for 2047 involves transforming its higher education institutions into resilient student-centric ecosystems that prioritize skill development and flexibility. By embracing digitalization, India aims to expand its educational infrastructure, attract international students, and provide them with global exposure. This transition towards digital education is expected to bridge the gap between traditional and modern learning approaches, thereby creating new opportunities in the digital education sector and empowering students across the country.

REFERENCE

1. https://pib.gov.in/
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