A recent UNESCO report warns of the dual nature of digital technologies, acknowledging their potential to enhance teaching and learning while also highlighting significant risks, including privacy invasion, distraction, and cyberbullying. Director-General Audrey Azoulay emphasizes the negative impact of social media on girls’ well-being, learning, and career choices, citing the amplification of gender stereotypes as a major concern.
SOCIAL MEDIA’S ROLE: PERPETUATING GENDER STEREOTYPES
Titled “Technology on Her Terms,” the report underscores how algorithm-driven social media platforms perpetuate negative gender norms, confining women and girls to limiting roles that affect their educational and career aspirations. Exposure to image-based content, often glorifying unrealistic body standards or promoting unhealthy behaviors, has detrimental effects on girls’ self-esteem and mental health, ultimately impacting academic success.
Facebook’s research reveals the harmful influence of platforms like Instagram, with 32% of teenage girls reporting that it worsened their body image when they felt bad about themselves. TikTok’s addictive design, characterized by short, engaging videos, further exacerbates the challenge by affecting attention spans and learning habits.
IMPACT ON GIRLS: BODY IMAGE, MENTAL HEALTH, AND LEARNING
Cyberbullying disproportionately affects girls, with 12% of 15-year-old girls reporting incidents compared to 8% of boys across OECD countries. The proliferation of image-based sexual content and AI-generated deepfakes exacerbates the problem, with female students encountering unwanted material both online and in classrooms.
BREAKING BARRIERS: ENCOURAGING GIRLS IN STEM
To address these challenges, UNESCO advocates for greater investment in education, including media and information literacy, and smarter regulation of digital platforms in line with its Governance Guidelines for Digital Platforms. The report highlights the need for promoting role models, especially on social media, to encourage girls’ interest in STEM fields and combat persistent biases that deter them from pursuing careers in technology.
Despite efforts to promote STEM education, women continue to represent only 35% of tertiary STEM graduates globally, with stagnant progress over the past decade. The underrepresentation of women in STEM careers, including data, artificial intelligence, engineering, and cloud computing, underscores the urgent need for policy interventions that support girls’ access to STEM studies and foster inclusive technologies.
UNESCO calls for concerted efforts to ensure women participate on equal terms in the digital transformation of societies, emphasizing the importance of breaking gender barriers and empowering girls to pursue careers in technology. By creating inclusive environments and promoting diversity in STEM fields, we can pave the way for a more equitable and innovative future.
