The United Nations Educational, Scientific and Cultural Organization (UNESCO), together with 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, is rolling out a joint project to narrow the digital gender divide in education, according to a press release by UNESCO. Titled “Closing the digital divide: Ensuring gender-transformative digital education for women and girls,” the initiative was highlighted on 27 April 2026. Its main objective is to deliver teacher training on gender-transformative pedagogy. Approximately 60 ICT teacher educators in each country will be reached, who will in turn pass on 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.
Digital skills are becoming increasingly essential for learning, work and participation in today’s societies, yet millions of girls and women remain excluded from the digital world. This limits their ability to develop skills, access opportunities and take part in shaping the future of technology and innovation. Globally, 244 million fewer women than men use the internet, according to UNESCO’s 2024 Gender Report “Technology on Her Terms.” These gaps restrict access not only to information, but also to education, employment and essential services. 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 central pillar of the project is a comprehensive training programme designed to strengthen teacher capacity. It targets teacher educators, pre-service teachers and in-service teachers, equipping them with gender-transformative, equitable and inclusive digital pedagogies. Through these trainings, educators learn to recognize and address gender biases in the classroom and integrate gender perspectives into digital and STEM lesson planning. They are also guided to foster inclusive, participatory learning environments. Further emphasis is placed on encouraging girls’ engagement, confidence and leadership in digital learning.
Beyond pedagogy, teachers also serve as role models who help nurture a new generation of confident learners prepared to thrive in the digital age. The project places strong emphasis on nurturing girls’ confidence and interest in digital and STEM fields through supportive learning environments. “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,” said Dr Lily Mkalanga Masanyiwa, Lecturer at the University of Dodoma, United Republic of Tanzania. In parallel, the project supports extra-curricular initiatives such as mentorship opportunities, ICT clubs and camps. These activities expose girls directly to digital skills and careers, helping to broaden their aspirations.
By empowering teachers, the project aims to ensure that gender-transformative practices are embedded within education systems and sustained over time. Educators participating in the initiative have reported practical gains in their classrooms. “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,” said Michael Daniel Nachipyangu, ICT Lecturer at Open University, United Republic of Tanzania. Through inclusive teaching practices and 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 positioned as essential for building a more equitable and innovative future.
