Gender Differences in Digital Self-Efficacy at School across 52 Countries

Despite the widespread integration of technology in classroom instruction and general exposure to it, significant gender disparities persist in digital self-efficacy—understood as individuals’ confidence in their ability to navigate challenges and achieve desired outcomes using technology. Digital self-efficacy plays a crucial role in the development and application of digital competencies, making it essential for acquiring and exercising relevant skills.

The existing literature identifies two key dimensions of digital self-efficacy: one related to basic or general applications and another focused on advanced or specialized technological tools. Using data from PISA 2022 (OECD’s Programme for International Student Assessment), which surveyed 307,425 students from 52 countries through an ICT module, this study aims to achieve three objectives: (1) assess the dimensionality of self-efficacy based on the two constructs outlined above, (2) examine gender disparities across both dimensions, and (3) explore cross-national variations in these patterns.

Preliminary findings reveal that the two dimensions—basic and advanced digital self-efficacy—are empirically distinguishable across countries. Globally, students report higher levels of general self-efficacy than specialized self-efficacy. However, consistent with prior research, female students exhibit higher general self-efficacy but lower specialized self-efficacy compared to their male counterparts. These patterns show meaningful variations across countries, highlighting the influence of contextual factors on digital skill development and gendered outcomes.