First-Year Students’ Experiences of the Digital Divide from Gender Perspectives: A Case Study of a South African University

This study is part of a broader research project investigating the disparities in digital skills among first-year students and their use of digital devices at a selected university in South Africa. The study aimed to examine the relationship between gender and first-year students’ experiences regarding the digital divide. The digital divide is the gap between those with access to information technology and those without access. It presents significant educational challenges, as it could hinder educational equity, negatively affect students’ academic performance, and thus impede social development. The study adopted a quantitative research methodology, using a five-point Likert scale and dichotomous scales to collect data from 113 randomly selected respondents. It used SPSS to analyse the data. The study conducted descriptive analysis using independent-samples t-tests. The study found no significant relationship between gender and first-year students’ access to technology or technological skills. However, it found a significant relationship between gender and the use of technology (p<0.05). Therefore, the study proposes using digital literacy in universities to narrow the digital divide. The authors conclude that universities should encourage female students to use technology. The study will contribute to academic scholarship and policymakers’ discourse on ensuring gender equality in the use of digital technologies in higher education.