E-Learning as an Information Systems Application for Empowering Female Students toward Personal and Professional Growth: The Moroccan Experience

  This study examines the factors influencing female students’ perceptions of e-learning as a vehicle for educational advancement and personal and professional development. It further conceptualizes e-learning, as an application of information systems (IS), as a catalyst for female students’ empowerment in settings constrained by technological and social disparities, with a particular focus on the challenges and prospects of integrating e-learning in Morocco. Across developing contexts, e-learning holds transformative potential to bridge gender disparities in education by providing flexible and empowering learning pathways that strengthen female students’ self-efficacy, digital literacy, and employability. Nonetheless, the persistence of the digital gender gap, rooted in unequal access to digital technologies, continues to hinder women’s full participation in education. A hypothetico-deductive approach within a quantitative research framework was employed, utilizing a questionnaire distributed to 20 participants across five Moroccan regions. This sampling strategy was designed to capture regional diversity across both rural and urban areas, and reflect variations in infrastructure, digital access, and socio-economic conditions, thereby enriching the analysis with contextual depth. Its originality lies in linking students’ digital learning experiences to broader questions of gender equity and regional disparity within the Moroccan context. The findings provide valuable insights for policymakers and educators seeking to design inclusive digital education strategies that promote empowerment, accessibility, and regional balance. Nonetheless, the mixed perceptions about its future potential point to the urgent need for targeted policies that can address infrastructural gaps and socioeconomic barriers, particularly in terms of availability and affordability. The study emphasizes the importance of gender-focused approaches to e-learning, advocating for region-specific strategies, subsidized technology initiatives, and community learning hubs. Revue Enseignements Transversaux, Vol. 2 No. 02 (2026): Les Enseignements Transversaux : enjeux, pratiques et perspectives