Actually Segregated, Virtually Integrated! The Impact of Virtual Learning on the Sustainable Development of Saudi EFL Students: A Focus on Gender Equality

Abstract

This paper is based on the premise that virtual learning is a softener of gender segregation in the Saudi education settings. It explores how virtual learning interconnects with gender equality within the framework of sustainable development. The main objective of the paper is to demonstrate the extent to which virtual learning contributes to softening gender segregation, particularly in a gender-segregated-oriented culture, where gender segregation in education is predominant and virtual learning is a momentous avenue for educational access. The study uses a mixed-method analysis represented by both a quantitative and qualitative analysis. Two instruments are used in data collection: a questionnaire and an interview. The sample of the study consists of 373 female students, who are studying English as a foreign language in four different academic departments in one Saudi university, and 16 male teachers affiliated with the same academic departments in the same Saudi university. Results reveal that virtual learning can bridge gender gaps by providing equal learning opportunities, and, therefore, it can be perceived as a gender-segregation softener. Also, there is a statistically significant correlation between virtual learning and gender equality in terms of female students' academic performance and engagement. This study recommends additional pedagogical applications and uses of virtual learning platforms as a way to reduce gender segregation, particularly in educational settings that are gender-segregated.