About this study
This meta-analytic review provides a large-scale investigation into gender disparities in teachers’ Technological Pedagogical Content Knowledge (TPACK). Synthesizing data from 102 studies involving over 681,000 teachers across 70 countries, the research distinguishes between teachers' self-reported confidence and their actual performance.
The findings reveal a nuanced reality: while male teachers tend to report slightly higher technological self-efficacy, there are no statistically significant gender differences in objective performance measures. Furthermore, the study identifies that these disparities are significantly moderated by country-level factors, such as economic development and gender equality indices. Ultimately, the work debunks the myth of a "male tech advantage," shifting the focus toward addressing the confidence gap and context-specific barriers in digital education..
Want to know more?
Please check the full paper here:
Scherer, R., Campos, D. G., Fütterer, T., & Siddiq, F. (2026). Unraveling gender disparities in teachers’ technological pedagogical and content knowledge: A large-scale meta-analytic review. Educational Research Review, 50, Article 100650. https://doi.org/10.1016/j.edurev.2026.100765