Promoting gender equality in the use of ICT in education strongly supports SDG4(Quality Education) and SDG10(Reduced Inequalities). SDG4 emphasizes inclusive and equitable learning opportunities, and Bhutan's education policies highlights digital literacy as an essential skill for the 21st century learners. Ensuring that both girls and boys have equal excess to ICT facilities like, computers, internet, coding programme, digital learning program, helps bridge learning gaps, improves participations, and prepares all students for the future career. From the national perspective, Bhutan promotes ICT integration through Bhutan Education Blueprint and ICT master plans, which encourage schools to provide gender-friendly digital environment. In this way, equal ICT excess contributes to promoting SDG10 by reducing disparities between genders, rural and urban learners, and socio-economic groups. When girls in remote areas, gain the same digital opportunity as boys, it strengthen social inclusion, and supports Bhutan's broader national development goals of equity and empowerment. Thank you.

Google Classroom can be used to create a gender-inclusive online learning environment by offering equal access to learning materials, communication, and digital participation for all students. Teachers can design activities that encourage diverse students to contribute through posts, comments, and assignments without fear of judgement. Features such as private feedback, flexible submission options, and multimedia responses allow students with different strengths and confidence levels to participate meaningfully.
The platform supports knowledge building through collaborative tools like shared documents, group assignments, and discussion forums, where teachers can intentionally group learners to promote balanced participation. Teachers can also provide diverse learning resources that cater to different learning styles and reduce gendered stereotypes about subject abilities.
However, gender bias can appear in online spaces, such as unequal teacher–student interactions, gender-stereotyped examples, or dominant participation by one gender. To address this, teachers must monitor engagement data, use bias-free language, encourage inclusive discussions, and set clear expectations for respectful communication, use authentic and gender-neutral scenarios, and provides role models that challenge traditional stereotypes, especially in assessment.

One example of gender bias in AI systems in education is an AI-based career guidance tool that recommends science, technology, engineering, and mathematics (STEM) pathways more frequently to male students than to female students. This bias occurs because the AI is trained on historical data that reflects existing gender inequalities in subject choices and workforce participation. If past data shows fewer women in STEM, the system learns and reproduces this pattern. To mitigate this bias, developers should include women and diverse viewpoint in AI development, assess AI outputs for bias, and provide responsible AI training. Ethical AI contributes to gender equality by promoting fairness, transparency, and inclusion in digital learning. When AI systems are designed responsibly, they can challenge stereotypes, expand equal opportunities, and empower all learners regardless of gender. Thank you.

I understood egalitarian pedagogy as an educational approach that focuses on fostering equality and shared power dynamics in the classroom. This pedagogy can be integrated in the digital teaching scenario with the use of different web tools which promotes Egalitarian pedagogy in digital teaching. It boosts gender equality, creates mutual respect between the teacher and the students, creates democratization. At the same time it provokes curiosity, promotes engagement and leads to better learning in students. For a language teacher, an inclusive digital activity reflecting egalitarian principles would be a Collaborative Digital Storytelling: “A Day in Our Inclusive Community.” First discuss what fairness and equality mean for them. Then each student uses a digital tool which they want to use to write and illustrate something special about themselves and family. Then do the digital compilation and share online. In this way everyone gets to participate. Thank you.

Google Classroom can be used to create a gender-inclusive online learning environment by offering equal access to learning materials, communication, and digital participation for all students. Teachers can design activities that encourage diverse students to contribute through posts, comments, and assignments without fear of judgement. Features such as private feedback, flexible submission options, and multimedia responses allow students with different strengths and confidence levels to participate meaningfully.
The platform supports knowledge building through collaborative tools like shared documents, group assignments, and discussion forums, where teachers can intentionally group learners to promote balanced participation. Teachers can also provide diverse learning resources that cater to different learning styles and reduce gendered stereotypes about subject abilities.
However, gender bias can appear in online spaces, such as unequal teacher–student interactions, gender-stereotyped examples, or dominant participation by one gender. To address this, teachers must monitor engagement data, use bias-free language, encourage inclusive discussions, and set clear expectations for respectful communication, use authentic and gender-neutral scenarios, and provides role models that challenge traditional stereotypes, especially in assessment.

I used goggle classroom to teach my grade five students during the COVID time. This digital learning platform definitely contributed to inclusive and equitable education. I could post lesson materials, videos, worksheets, and assignments that students could access anytime. Students submitted their work online, received timely feedback, and participated in class discussions through comment features. There was flexibility and inclusion since students did their work at their own pace and every student could take part in the learning process, no matter where they were placed. Out of the many opportunities of using digital learning, few prominent ones were like, it enhanced teaching and learning by making the lesson more engaging. It also reduced the disparities between genders and rural and urban students. It improved the access to learning materials. Most importantly, it provided great opportunity for me to upgrade my skills and knowledge about using digital learning. However, there were also challenges like, limited internet connectivity. Moreover few of my students did not have access to computers, laptops nor smart phones. Financial constraint was another challenge faced by few students.

Promoting gender equality in the use of ICT in education strongly supports SDG4(Quality Education) and SDG10(Reduced Inequalities). SDG4 emphasizes inclusive and equitable learning opportunities, and Bhutan's education policies highlights digital literacy as an essential skill for the 21st century learners. Ensuring that both girls and boys have equal excess to ICT facilities like, computers, internet, coding programme, digital learning program, helps bridge learning gaps, improves participations, and prepares all students for the future career. From the national perspective, Bhutan promotes ICT integration through Bhutan Education Blueprint and ICT master plans, which encourage schools to provide gender-friendly digital environment. In this way, equal ICT excess contributes to promoting SDG10 by reducing disparities between genders, rural and urban learners, and socio-economic groups. When girls in remote areas, gain the same digital opportunity as boys, it strengthen social inclusion, and supports Bhutan's broader national development goals of equity and empowerment. Thank you.