Search Results (10)

This entry explores the multifaceted intersections of gender and digital technologies, offering a comprehensive analysis of how structural inequalities are reproduced, contested, and transformed in digital contexts. It is structured into six interrelated sections that collectively address key dimensions of gendered digital contexts. It begins by addressing the gender digital divide, particularly in the Global South, emphasizing disparities in access, literacy, and sociocultural constraints. The second section examines gendered labor in the tech industry, highlighting persistent inequalities in Science, Technology, Engineering, and Mathematics (STEM) education, employment, and platform-based work. The third part focuses on gender representation in digital spaces, revealing how algorithmic and platform design perpetuate biases. The fourth section discusses gender bias in AI and disinformation, underscoring the systemic nature of digital inequalities. This is followed by an analysis of online gender-based violence, particularly its impact on marginalized communities and participation in digital life. The final section considers the potentials and limitations of digital activism in advancing gender justice. These sections collectively argue for an intersectional, inclusive, and justice-oriented approach to technology policy and design, calling for coordinated global efforts to create equitable digital futures. Full article

The intersection of digitalization and sustainability is reshaping the tourism industry, with digital platforms playing a transformative role in optimizing travel experiences while simultaneously influencing economic inclusivity, labor dynamics, and environmental responsibility. This paper explores how Industry 4.0 technologies—such as artificial intelligence (AI), big data, blockchain, virtual reality (VR), and the Internet of Things (IoT)—are integrated into digital tourism platforms, assessing their dual impact on sustainability and market structures. The study develops a conceptual framework around five key dimensions: market power and digital dependency, AI-driven automation and workforce transformation, innovation and digital inclusion, sustainability innovations, and data security and governance. While digital platforms enhance personalization, operational efficiency, and eco-conscious travel, they also reinforce economic disparities, monopolization, and regulatory challenges, raising concerns related to SDGs such as SDG 1 (No Poverty), SDG 5 (Gender Equality), SDG 8 (Decent Work and Economic Growth), SDG 9 (Industry, Innovation and Infrastructure), SDG 10 (Reduced Inequalities), SDG 12 (Responsible Consumption, and Production), SDG 13 (Climate Action), and SDG 16 (Peace, Justice, and Strong Institutions). The study highlights the need for equitable governance frameworks to mitigate risks associated with AI-driven monopolization, algorithmic bias, and data privacy violations while ensuring digital accessibility for small and medium-sized enterprises (SMEs). The findings contribute to ongoing discussions on platform economics, digital governance, and sustainable tourism transformation, offering policy and managerial implications for fostering an inclusive and environmentally responsible tourism industry. Full article

This study aims to examine how interdisciplinary urban interventions within architectural education can effectively address social justice issues. Motivated by the growing need for inclusive and equitable urban spaces, this research explores the potential of collaborative design and participatory research methods to foster social awareness and community engagement. Focusing on student-led projects in cities such as Houston, San Diego, and Amsterdam, this study addresses social justice challenges across themes like Art Activism, Tactical Urbanism, environmental justice, and gender equity. Using case study analysis, digital mapping, and poster creation as core methodologies, the research demonstrates the value of multi-scalar, interdisciplinary approaches in tackling complex urban problems. The key findings highlight that integrating these approaches into architectural education promotes critical engagement with social justice issues, equipping students with practical skills for future professional challenges. The implications suggest that expanding this framework to diverse urban contexts could enhance its impact, offering a foundation for further studies on interdisciplinary design as a tool for urban equity. Full article

A critical appraisal of the field of feminist approaches offers a valuable critical lens to help reshape our conceptualizations of development and the roles communication may play in constructive intervention. Development communication has shifted over time from ignoring and obscuring women to recognizing gendered differences in experiences. Development approaches have also brought participatory processes into focus. However, our strategic initiatives still fall short, both in effectiveness and in ethics. At this juncture, we need to take next steps more seriously in order to promote a more humanitarian approach that would guide institutional practices in programs and research. In this article, I aim to critique the discourse that celebrates digital technologies as tools to promote participatory governance, entrepreneurship, and collective activism through a feminist gaze that privileges the political and economic contexts that condition access to voice, the capacity to listen, and potential for dialog. This analysis builds on an understanding of mediated communication as a prism rather than as a projected mirror, structuring our potential as well as our challenges in creating constructive social change. We need to be accountable toward social justice, relying on our critical appraisals and informed dialogs to create paths to stronger and more impactful communication for social change. Full article

A growing body of literature has documented an increased risk of gender-based violence (GBV) within the context of COVID-19 and service providers’ reduced capacity to address this vulnerability. Less examined are the system-level impacts of the pandemic on the GBV sector in low- and middle-income countries. Drawing on the perspectives of 18 service providers working across various GBV-related sectors in Guatemala, we explored how the Guatemalan GBV prevention and response system operated during the COVID-19 pandemic. Findings highlight that the pandemic reinforced survivors’ existing adversities (inadequate transportation access, food insecurity, digital divides), which subsequently reduced access to reporting, justice, and support. Consequently, the GBV prevention and response system had to absorb the responsibility of securing survivors’ essential social determinants of health, further limiting already inflexible budgets. The pandemic also imposed new challenges, such as service gridlocks, that negatively affected survivors’ system navigation and impaired service providers’ abilities to efficiently receive reports and mobilize harm reduction and prevention programming. The findings underscore the systemic challenges faced by GBV service providers and the need to incorporate gender mainstreaming across public service sectors—namely, transportation and information/communication—to improve lifesaving GBV service delivery for Guatemalan survivors, particularly survivors in rural/remote regions. Full article

Teacher training programs usually contain specific psychoeducational aspects, but these should also promote citizenship competences based on social justice in order to encourage a more sustainable world. The three dimensions of Social Justice, the Belief in a Just World (BJW) and Social Dominance Orientation (SDO) are psychosocial variables linked to the construction of civic engagement and participation, including in digital frameworks. The aim of the study was to analyze these variables in students seeking teaching training degrees that have begun their program and students who are finishing their studies. The sample was composed of 420 teachers enrolled in a Teacher Training Degree for Elementary Education with an age range between 17 to 44 (M = 21.10; DT = 3.26), among which a subgroup was in their first year of study (n = 217) and another group was in the fourth year (n = 203). The results shows that there were significant differences in social justice representations, and in levels of SDO and BJW, with a better psychosocial index at the end of training. The changes in social justice representations of future teachers are not uniform for the three dimensions and some gender differences were maintained, showing no significant differences in the variables evaluated in both stages of training. Finally, linear regression analyses showed that BJW and SDO predicted social justice representations and the Digital Civic Engagement of future teachers. The implications of the psychosocial variables studied are discussed as possible factors to consider in educational psychology to promote innovative developments from teacher training programs. Full article

The development and application of new forms of automation and monitoring, data mining, and the use of AI data sources and knowledge management tools in the water sector has been compared to a ‘digital revolution’. The state-of-the-art literature has analysed this transformation from predominantly technical and positive perspectives, emphasising the benefits of digitalisation in the water sector. Meanwhile, there is a conspicuous lack of critical literature on this topic. To bridge this gap, the paper advances a critical overview of the state-of-the art scholarship on water digitalisation, looking at the sociopolitical and ethical concerns these technologies generate. We did this by analysing relevant AI applications at each of the three levels of the UWC: technical, operational, and sociopolitical. By drawing on the precepts of urban political ecology, we propose a hydrosocial approach to the so-called ‘digital water ‘, which aims to overcome the one-sidedness of the technocratic and/or positive approaches to this issue. Thus, the contribution of this article is a new theoretical framework which can be operationalised in order to analyse the ethical–political implications of the deployment of AI in urban water management. From the overview of opportunities and concerns presented in this paper, it emerges that a hydrosocial approach to digital water management is timely and necessary. The proposed framework envisions AI as a force in the service of the human right to water, the implementation of which needs to be (1) critical, in that it takes into consideration gender, race, class, and other sources of discrimination and orients algorithms according to key principles and values; (2) democratic and participatory, i.e., it combines a concern for efficiency with sensitivity to issues of fairness or justice; and (3) interdisciplinary, meaning that it integrates social sciences and natural sciences from the outset in all applications. Full article

Gender equity in education is one of the main targets for social justice and sustainable development. This literature review, from a gender approach, was conducted to understand how the gender digital divide (GDD) in information and communication technologies (ICT) and education are related in Latin American countries. A total of 28 articles have been analyzed as a satisfactory sample of the scientific literature to examine how this relation is explored and its influence, to acknowledge political stakeholders, as well as provide information and proposals to address the digital gender divide in education research in this region. The results show the need to develop research from the pedagogical and gender perspectives in Latin America, since they are not represented within an obvious problem. Full article

Due to the global COVID-19 pandemic, ICT has been urgently introduced in education systems in a generalised manner. In this context, it is essential for teachers to master a spectrum of basic digital competencies and manifest digital leadership in the classroom. In addition, it is necessary to consider the relationship between digital competence development and social sustainability, that is, social and cultural heritage, and to what extent they contribute to improving social cohesion and living conditions in a community. This study presents a systematic review of research on teacher digital competence and social sustainability based on the PRISMA model and a review of 22 studies indexed in SCOPUS. The review reveals that most are intended to measure the digital competence level of teachers, usually in compulsory stages of the educational system and through quantitative studies based on virtual questionnaires comprised of closed-ended questions. However, the studies tend to ignore questions related to social sustainability (access to resources, heritage culture, intergenerational transmission, employability, or gender equality). It is therefore urgent to develop research committed to a sustainable society that is oriented towards social justice. Full article

The objective of this research is to measure the perception that teachers had about their own performance when they were forced to carry out Emergency Remote Teaching due to the COVID-19 pandemic. A questionnaire was provided to teachers of every educational stage in the Basque Country (Pre-school, Primary and Secondary Education, Professional Training, and Higher Education) obtaining a total of 4586 responses. The statistical analysis of the data shows that the greatest difficulties reported by educators are shortcomings in their training in digital skills, which has made them perceive a higher workload during the lockdown along with negative emotions. Another finding is the existing digital divide between teachers based on their gender, age, and type of school. A further worrying result is the lower technological competence at lower educational levels, which are the most vulnerable in remote teaching. These results invite us to reflect on the measures to be taken to improve equity, social justice, and the resilience of the educational system, which align with some of the Sustainable Development Goals. Full article