Eğitimde Dijital Dönüşüm: Cinsiyet Rolü Tutumlarında Değişim ve Direnç Mekanizmaları

Abstract

Bu derleme, Eğitimde Dijital Dönüşüm ile toplumsal cinsiyet rolü tutumları arasındaki karmaşık kesişimi incelemekte ve öğrenme ortamlarına teknolojik entegrasyonun geleneksel cinsiyet normlarını pekiştirip pekiştirmediğini ya da dönüştürüp dönüştürmediğini sorgulamaktadır. Sosyal Öğrenme Kuramı ve Sosyal Rol Kuramı çerçevesinde, Sanal Öğrenme Ortamları, Yapay Zekâ ve Sanal Gerçeklik gibi eğitim teknolojilerinin toplumsal cinsiyet temelli inançları nasıl şekillendirdiği analiz edilmiştir. Bulgular, Eğitimde Dijital Dönüşümün “dijital büyüteç” işlevi gördüğünü; tasarımın amaçlılığına ve sosyo-kültürel bağlama bağlı olarak eşitsizliği hem sürdürebilen hem de dönüştürebilen bir güç olduğunu ortaya koymaktadır. Özellikle kapsayıcı VR uygulamaları ve kalıp-dışı dijital anlatılar, aktif rol alma ve bakış açısı değişimi yoluyla eşitlikçi tutumları güçlendirme potansiyeli taşımaktadır. Bununla birlikte, algoritmik önyargı, toplumsal cinsiyetli arayüz tasarımları ve kadınlara orantısız biçimde yüklenen ev içi sorumluluklar, geleneksel stereotipleri yeniden üretebilmektedir. Çalışma, toplumsal cinsiyet duyarlı dijital tasarımın, eleştirel dijital okuryazarlığın ve yalnızca erişimi değil, aynı zamanda yeterlik ve özgüven boyutlarını da kapsayan politika çerçevelerinin önemini vurgulamaktadır. Sonuç olarak, Eğitimde Dijital Dönüşümün toplumsal cinsiyet eşitliği üzerindeki etkisi, teknolojinin kendisinden ziyade, onun bilinçli ve adil biçimde uygulanmasına bağlıdır

Keywords

• Dijital Eğitim
• Toplumsal Cinsiyet Rolleri
• Eğitim Teknolojileri
• Sosyal Öğrenme Kuramı Eşitlikçi Tutumlar

Digital Transformation in Education: Changes and Resistance Mechanisms in Gender Role Attitudes

Abstract

This review examines the complex intersection between Digital Transformation in Education and gender role attitudes, exploring whether technological integration reinforces or transforms traditional norms. Adopting a qualitative literature synthesis methodology, the study anchors its analysis in Social Learning Theory and Social Role Theory, while further expanding the critical framework through "Feminist AI" and "Algorithmic Resistance" perspectives. It analyzes how educational technologies—such as Virtual Learning Environments, Artificial Intelligence, and Virtual Reality—mediate gendered beliefs. Findings reveal that digital transformation in education operates as a “digital magnifier,” capable of both perpetuating and dismantling inequality depending on design intentionality. While immersive simulations demonstrate potential for fostering egalitarian attitudes, algorithmic bias and gendered interface designs risk reinforcing stereotypes. Significantly, the review incorporates discussions on feminist AI activism and intersectional design justice as essential tools to counter coded biases. Ultimately, the impact of digital transformation in education on gender equality hinges less on the technology itself than on its purposeful, critical, and equitable application within educational ecosystems.

Keywords

• Digital education
• Gender roles
• Educational technologies
• Social learning theory
• Feminist ai

Supporting Institution

This research did not receive any external funding.

Ethical Statement

This study did not involve human or animal participants. All processes were conducted in accordance with scientific and ethical principles, and all sources have been properly cited.

Thanks

I would like to thank the Women and Society Journal for their contributions and support during the publication process. I dedicate this work to myself for persevering through a challenging start to the year, to my mother for her unwavering support in all aspects of life, and to all women who continue to persist despite obstacles.

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