Call for papers SPECIAL SECCTION: Developing Digital Citizenship Competence from a Gender Perspective and a Focus on STEM Skills

16-07-2025

Keywords: Digital citizenship competence, Gender perspective, Gender digital divide, Gender equity in technology, STEM skills, Digital inclusion

Special Issue Guest Editors:

  • Mireia Usart Rodríguez. Universitat Rovira i Virgili (Spain). mireia.usart@urv.cat
  • Tania Molero-Aranda. Universitat Rovira i Virgili (Spain). tania.molero@urv.cat

Expected publication: June 2026
Deadline for submission: January 1, 2026

PRESENTATION

In an increasingly interconnected world, developing digital citizenship competence has become an educational priority. This special issue proposes an in-depth and multidimensional analysis of this topic, integrating two key aspects: a gender perspective and the strengthening of STEM (science, technology, engineering, and mathematics) skills.

Digital citizenship competence involves not only mastering technological tools, but also developing the critical capacity to interact in digital environments in a safe, ethical, and responsible manner. It is therefore an essential competence for the comprehensive development of 21st-century society. However, significant differences still exist between men and women in terms of access to and development of this competence, often favoring men. These gaps begin at an early age and deepen in both educational (primary and higher education) and professional environments, limiting women's full participation in the digital society.

This special issue aims to share research on pedagogical strategies and innovative practices that foster gender equity in the acquisition of digital competences. By incorporating a gender perspective, the focus is placed on dismantling stereotypes and structural barriers that perpetuate the exclusion of women in STEM fields. An intersectional approach will also be used to analyze how other factors such as ethnicity, social class, functional diversity, or age influence these dynamics.

Likewise, the importance of integrating STEM skills into digital education is emphasized. These areas are not only key to innovation and sustainable development, but also essential to empower citizens in a technology-driven world. In this regard, successful international experiences, good practices, and educational models that have proven effective in promoting inclusive digital and STEM skills will be reviewed.

The main objective of this special issue is to offer a space for reflection and analysis for researchers, educators, and education policymakers to promote the construction of an inclusive, critical, and empowered digital citizenship. Selected contributions will provide solid theoretical frameworks, innovative methodologies, and case studies that inspire new initiatives.

Ultimately, this issue aspires to be a tool for educational transformation that helps close gender gaps, foster digital literacy, and ensure that all citizens—regardless of gender—can fully participate in the knowledge society.

Thematic Lines
  • Gender perspective in the development of digital citizenship competence
    • Analysis of the gender digital divide in different educational contexts
    • Strategies to promote gender equality in access to and use of digital tools
    • Impact of gender stereotypes on learning and technology adoption
  • Integration of STEM skills into digital education
    • Pedagogical proposals to strengthen STEM skills in inclusive educational settings
    • Empirical studies on STEM initiatives aimed at reducing gender inequalities
    • The role of STEM education in building critical digital citizenship
  • Technological innovation and inclusive digital literacy
    • Tools and digital resources to promote equitable participation in the digital society
    • Public programs and policies to ensure universal access to digital literacy
    • Technology-based educational models that promote social and gender equity
  • Intersectionality in access to digital competence
    • Impact of factors such as ethnicity, social class, or functional diversity on digital skills development
    • Intersectional proposals to address inequalities in technology access and use
    • Best practices to ensure inclusive and diverse digital education
  • Evaluation and development of digital citizenship competence with a gender perspective
    • Methodologies to assess digital competence levels considering gender diversity
    • Indicators and tools to measure the impact of educational programs on reducing the digital divide
    • Research findings on the impact of gender perspective in digital citizenship education
Key Dates
  • Start of submission period: July 14, 2025
  • Submission deadline: January 1, 2026
  • Publication: June 2026
About the Guest Editors

Mireia Usart Rodríguez
https://orcid.org/0000-0003-4372-9312

Serra Húnter Lecturer in research methods and educational evaluation at the Department of Pedagogy, Universitat Rovira i Virgili (URV), accredited as Full Professor. She holds a degree in Physics, a pedagogical qualification in Mathematics, and a Master’s and PhD in Education and ICT. She leads the gender and digital technology research line at ARGET, coordinates the inter-university master's in Educational Technology, supervises doctoral theses, and has led national and European R&D projects, including the "MindGAP" project funded by La Caixa Foundation. She is executive editor of UTE Teaching & Technology and has authored over 100 scholarly publications.

Tania Molero-Aranda
 https://orcid.org/0000-0002-1470-4549

Lecturer in diversity, educational intervention for learning disorders and giftedness at URV. She holds a degree in Early Childhood Education and a PhD in Educational Technology. She is part of the ARGET research group, teaches at URV and in the master’s program in Educational Technology, supervises doctoral theses, and has participated in several national and international projects focused on evaluating and certifying digital competence with an inclusive perspective.

Submission Guidelines

Original contributions in Spanish or English are welcome in the following formats:

  • Research or extension project reports
  • Evaluated and transferable innovative experiences
  • Essays or systematic theoretical reviews

Length: 5,000 to 7,000 words, including abstract and references.

➡️ Submit via the journal's platform, selecting the special issue: Developing Digital Citizenship Competence from a Gender Perspective and a Focus on STEM Skills
 http://www.edutec.es/revista/

Publication Guidelines: Submissions must comply with the formal requirements outlined in the EDUTEC-E journal guidelines: http://www.edutec.es/revista/

Review Process and Quality: All contributions will be peer-reviewed following the journal’s policies (editorial board and blind review). Authors will be informed of acceptance or rejection. More information on the review process: http://www.edutec.es/revista/

Indexing: EDUTEC is indexed in major academic databases and evaluation systems. More information: https://edutec.es/revista/index.php/edutec-e/indexacion