Gender Differences in Digital Learning Readiness Among Undergraduate Students in Federal Universities in Sokoto State, North West Nigeria

This study investigates gender differences in digital learning readiness among undergraduate students in federal universities in Sokoto State, North West Nigeria. Gender equity in digital education access and preparedness is a significant concern in North West Nigeria, where cultural norms, economic constraints, and historical education disparities intersect with technology adoption patterns. A cross-sectional survey design was adopted with a sample of 300 undergraduates (150 male, 150 female) from Usmanu Danfodiyo University, Sokoto, stratified by faculty. The Digital Learning Readiness Scale, adapted from established international instruments, measured device ownership, digital skills proficiency, online learning attitudes, and self-directed learning dispositions. Independent samples t-tests and multivariate analysis of variance were used to assess gender differences across sub-scales. Results reveal significant male advantages in device ownership and digital skills proficiency, while no significant gender differences were found in online learning attitudes or self-directed learning dispositions. Interaction effects between gender and faculty type were observed, with female students in education and arts faculties demonstrating digital skills proficiency approaching that of male counterparts in the same faculties. The study recommends gender-targeted digital skills empowerment programmes, device access interventions for female students, and faculty-level digital mentoring initiatives at Usmanu Danfodiyo University. Keywords: gender differences, digital learning readiness, undergraduate students, Sokoto State, digital equity