Analysing the role of technology-enabled learning systems in women’s empowerment toward higher education

This research explores the effect of Technology-Enabled Learning Systems (TELS) on women’s empowerment in higher education in Pakistan. The primary goal is to analyse factors influencing women’s engagement with technology-enabled learning systems, including online learning platforms, mobile learning applications, educational apps, and virtual classroom technologies, including behavioural intention, social influence, perceived usefulness, personal requirements, and technical/electronic requirements. Through a literature review and quantitative analysis, the study aims to uncover the intricate interplay of these factors in fostering women’s empowerment. Using convenience sampling, the experiences of female faculty members in Pakistani universities are examined, providing nuanced insights. The investigation relies on a hypothesis as the foundational element for analysis, utilising the Structural Equation Model through the softwares SPSS and AMOS to assess and confirm the connections among variables. The study’s findings demonstrate that behavioural intention, social influence, perceived usefulness, and technical and electronic requirements significantly impact women’s empowerment within the framework of higher education in Pakistan. Additionally, practical recommendations will be provided for stakeholders seeking to improve women’s contribution and success in higher education through technology-enabled learning systems.