Bridging the Digital Divide: Are Female College Students Struggle with Their Digital Competence at Technology-Integrated Fashion Curricula? Critical Case Study Approach

Guided by Bloom's digital taxonomy framework, this study aims to understand female college students' perceptions of digital competencies in the current heavy technology-integrated fashion courses, investigate their perceptions of the digital divide, and explore how digital competencies interact with the digital divide that affects their learning experience. A critical case study method was used at a Mid-West comprehensive university on two online technology-integrated fashion courses. Six semi-structured interviews, course materials, and syllabi were collected for thematic analysis. The study reveals a digital divide exists in the skills and usage levels. Additionally, the findings suggest that while female college students do not perceive a gender divide, the study highlights the impact of implicit biases and social pressures on their learning experiences in these courses. The study contributes to understanding the gender, digital divide, and digital competence in technology-integrated fashion education, providing insights for creating a more inclusive learning environment.