PERSONALIZING THE LEARNING EXPERIENCE: HOW GENDER AND PROFESSION SHAPE TECHNOLOGY PREFERENCES

Abstract

This study investigates the preferences and perceptions of digital learning tools across various professional fields and genders. While field-specific differences in preferences are minimal, except for design tools, gender emerges as a potential factor influencing learning technology perceptions. Females generally report higher value for aspects like social connection, reflection, and goal setting, suggesting tailored educational approaches that incorporate collaborative activities, reflection opportunities, and goal-oriented instruction. Additionally, the study highlights a preference for self-paced learning among females, prompting the development of adaptable learning pathways and asynchronous options. Notably, gender disparities in EdTech adoption are observed, emphasizing the need for initiatives to bridge the digital divide and ensure equitable access for all learners. The findings underscore the multifaceted role of technology in enhancing learning through social connection, collaboration, practical skill development, personalized learning, and overcoming traditional learning constraints. This research offers valuable insights for educators, institutions, and technology developers to create inclusive and engaging learning environments that cater to diverse needs and preferences, empowering learners to thrive in a technology-driven educational landscape..

Index Terms—Edtech, Gender, digital tools, empowerment, age,  support, learning .