The future of CALL in Pakistan: digital inequality, institutional support and global solutions female students in public women’s universities

This study investigates barriers to the adoption of Computer-Assisted Language Learning (CALL) and explores equitable policy solutions to enhance digital language learning in Punjab, Pakistan. It focuses on three objectives: (1) analyzing CALL adoption and students’ perceptions, (2) identifying socioeconomic and institutional barriers to access and use and (3) evaluating systematic solutions from both developed and underdeveloped countries. A mixed-method approach was used, including a quantitative cross-sectional survey and a qualitative literature review. A structured questionnaire was distributed via Google Forms to 84 final-year undergraduate students from three public women universities in three major cities of Punjab including Sialkot, Lahore and Faisalabad, selected through purposive sampling. Descriptive statistics were analyzed using the Unified Theory of Acceptance and Use of Technology, while a critical discourse analysis of literature offered global insights. Results show occasional use of CALL tools, with Google Classroom (28%), Duolingo (22%) and Moodle (18%) being the most used; however, only 26% of students reported weekly use. Major barriers include financial constraints, reliance on mobile data, limited institutional support, lack of CALL integration in curricula and insufficient faculty training. The study recommends government-funded digital infrastructure, faculty training, localized CALL content and public–private partnerships to reduce the digital divide and promote equitable access to digital language education.