What is it about?
This chapter looks at how the COVID-19 pandemic changed participation in online learning and how these changes affected women and men differently. Based on a review of recent studies and reports published after 2020, it shows that while the pandemic widened gender gaps in employment, it also helped narrow the gender gap in online learning, with more women engaging in digital education than before. The chapter explains why women increasingly turned to online learning during and after the pandemic, highlighting factors such as work–life balance, caregiving responsibilities, access to technology, financial barriers, digital skills, and social expectations. It also shows that although women often report higher engagement and satisfaction in online learning, they face greater workload pressures and structural obstacles that can affect their learning experience. The analysis further explores differences in motivation, self-efficacy, learning outcomes, and preferred learning formats between female and male learners, with particular attention to emerging economies. Finally, the chapter discusses future trends in online education and argues that inclusive, well-designed online and blended learning systems are essential for supporting diverse learners and reducing gender inequalities in the digital economy.
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Why is it important?
This publication is important because online learning is no longer a temporary response to the COVID-19 pandemic but a permanent element of education and skills development worldwide. Understanding how gender influences access to, participation in, and outcomes of online learning is essential for reducing inequalities rather than reproducing them in digital environments. The chapter shows that while more women entered online learning during the pandemic, they continue to face specific structural barriers related to workload, caregiving responsibilities, access to technology, and financial resources. Without addressing these factors, online education risks reinforcing existing gender inequalities instead of creating new opportunities. By identifying key gender determinants and emerging trends, this work provides evidence that can inform the design of more inclusive online and blended learning systems. It is relevant for educators, policymakers, institutions, and platform providers who aim to ensure that digital education supports diverse learners and contributes to a more equitable digital economy.
Perspectives
My interest in this topic stems from long-term research on gender inequalities in education and from observing how deeply the pandemic reshaped women’s everyday lives, learning opportunities, and career paths. What struck me most was the paradox that, while women were disproportionately affected by the crisis, they also became one of the most active groups in online learning. This chapter reflects my conviction that online education can be a powerful tool for inclusion — but only if gendered experiences, constraints, and motivations are taken seriously. Treating online learning as “gender-neutral” often hides inequalities rather than eliminating them. I hope this work encourages educators and decision-makers to move beyond access alone and to design learning environments that genuinely respond to the realities of women’s and men’s lives.
Monika Ryndzionek
Uniwersytet Warminsko-Mazurski
Read the Original
This page is a summary of: Gender Determinants of Online Learning in a Post-COVID World, December 2025, De Gruyter,
DOI: 10.1163/9789004748880_009.
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