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\n[cristina.mercader@uab.cat](cristina.mercader@uab.cat)  \nUniversitat Autònoma de Barcelona ,Spain  \nMar Duran-Bellonch  \n[mariadelmar.duran@uab.cat](mariadelmar.duran@uab.cat)  \nUniversitat Autònoma de Barcelona, Spain  \nAbstract  \nThe unequal status of female teachers in higher education is a reality. However, are digital technologies another reason for their exclusion? The main aim of this study was to analyze the integration of digital technologies in teaching from a gender perspective. The research was a multiple case study applying the quantitative method. The sample comprised 527 teachers from four Spanish universities. The instrument utilized was a self-administered survey. The results confirm both types of segregation and the fact that female teachers see themselves as less digitally competent than their male counterparts; ironically, the findings also show that the former use information and communication technologies in teaching more than the latter. In conclusion, we highlight the need to study more deeply the intersection between digital breach and gender in higher education, and to take measures during the early stages of education to overcome female teachers’ tendency of underestimating their digital competence.  \nKeywords  \nhigher education; education policy; teachers; digital technology; intersectionality  \nC.Mercader & M.Duran-Bellonch 172 Digital Education Review-Number 40, December 2021  \nI. Introduction  \nDespite the gender or “gender mainstreaming” policies (Pastor & Acosta, 2016; Verge & Cabruja, 2017) developed in many countries in the 21st century, the status of female lecturers in universities continues to be unequal compared with their male counterparts—this is called vertical segregation. For this reason, the influence of the equality policies endorsed by the studies of Frances (2017) in the United States; Henkel (2017) and Meschitti and Lawton-Smith (2017) in the United Kingdom; Morley et al. (2017) in Australia; and Lillie (2017) and Pastor and Acosta (2016) in Europe is insufficient.  \nThe latest She Figures report published by the European Commission (2019) on the situation of women in academia shows that, since 2003, though there has been progress from the gender perspective, it has been slower than expected with still a long way to go. The report confirms that there persists a decrease in the number of women vis-à-vis academic career progression—40% of those hired in the lowest academic categories are women, and only 24% reach the higher positions (lecturer, senior lecturer, or professor) . In almost all European Union (EU) countries, the number of women in these higher positions has increased since 2013—countries such as Portugal and France have improved women’s status by one and a half to two points; the EU average reflects 22.1% of female lecturers in the highest academic categories in 2013, increasing to 23.7% in 2016. However, this is observed in all EU countries barring Hungary and Spain, where the percentage is declining. In 2013, 21.8% of the higher education faculty was female professors, senior lecturers, or lecturers, dropping to 21.3% in 2016. In other words, the percentage decreased despite gender policies, which indicates that these have not served to increase the presence of women in consolidated positions within academia.  \nThis data matches the figures of the scientific report (Puy, 2017) prepared by the Women and Science Unit of the Ministry of Science, Innovation and Universities of Spain. Basically, while at the beginning of the academic career, the percentage of both women and men is on an even level, asthe career progresses towards stability and more recognized positions, the number of women decreases—of the non-stable staff, 48% are women, of which only 42% manage to reach a stable position and 21% the position of professor. Based on this, the most pronounced ","cbCaip9rg8FvvmaQ","https://ap.wps.com/l/cbCaip9rg8FvvmaQ","pdf",126175,13,"English","# Introduction\n## Vertical segregation in university teaching\n## Progress and gaps in women’s academic careers\n## Barriers maintaining inequality","[{\"question\":\"What is the main aim of the study?\",\"answer\":\"To analyze the integration of digital technologies in teaching from a gender perspective, and assess whether it may contribute to the exclusion of female teachers in higher education.\"},{\"question\":\"How was the research conducted?\",\"answer\":\"It used a multiple case study with a quantitative approach, surveying 527 teachers from four Spanish universities through a self-administered instrument.\"},{\"question\":\"What do the findings indicate about women’s digital competence and ICT use?\",\"answer\":\"Female teachers report themselves as less digitally competent than male counterparts, yet the results show that women use information and communication technologies in teaching more than men.\"}]","Female Higher Education teachers use Digital Technologies more and better than they think | PDF",1792092286,33]