The Impact of Digital Learning Technologies on Girls' Access to Quality Education in Less Advantage Communities in Nigeria

Maryam Bala Yahaya; Musa Abdullahi Abubakar; Tasiu Darma Abdulkadir

Authors

Maryam Bala Yahaya Department of Educational Psychology and Counseling, School of General Education, Aminu Kano College of Islamic and Legal Studies Kano Author
Musa Abdullahi Abubakar Department of Educational Foundation, Faculty of Education, Federal University of Kashere, Gombe State Author
Tasiu Darma Abdulkadir Department of Special Education, School of Special Needs Education, Saadatu Rimi College of Education Kumbotso Kano Author

Keywords:

Digital Learning Technologies, Girls, Access, Quality Education, Less Advantage Communities, Nigeria

Abstract

Digital learning technologies have become increasingly important in addressing persistent inequalities in access to quality education across Nigeria. Girls in low-income communities continue to face structural, cultural, and economic barriers that limit their educational opportunities. This paper positions digital learning technologies as a transformative pathway for reducing gendered educational disparities by expanding access, improving learning flexibility, and enhancing instructional quality. It also highlights the challenges that undermine equitable digital access, including poor infrastructure, cultural constraints, gender bias, and limited digital literacy. The paper concludes by proposing a multidimensional policy approach to ensure that digital learning supports girls' empowerment and educational advancement in low-resource Nigerian settings.