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Digital gender divide refers to the underlying gender-based inequalities prevalent in the growing digital economy. In many developing economies, including India (the context of this study), a large section of population has limited access to basic digital services. This paper investigates the learning challenges faced by girls' during the Covid-19 lockdown wherein educational institutions worldwide abruptly moved to online digital platforms. Questionnaire survey methods have informed on how appropriation of digital devices influenced learner agency, specifically for girls belonging to low family income bracket. Our study showcases many aspects of digital gender divide issues spanning digital access, digital capability and digital outcomes. Learning is a function of the environment and cultural settings in which learners are situated. Our study reveals that girls in particular are much constrained in their learning space. Learning via online platforms from their homes (informal spaces) compared to direct teaching at schools (formal spaces) has created inequitable learning opportunities. This has further impacted learners' agency, that is, in how girls are able to achieve their learning outcomes. Our study has provided a real-world perspective of gender biases that came to the forefront during the Covid-19 lockdown when educational institutions shifted their teaching to online mode.
Mathrani et al. (Wed,) studied this question.