E-Education and Gender Disparity in Jordan: A Qualitative Study on Educated Women’s Limited Access to the Labor Market

Abstract

Despite significant gains in female educational attainment in Jordan, particularly in STEM fields, women’s labor market participation remains alarmingly low. This article investigates the sociocultural, institutional, and digital barriers contributing to this disparity, drawing on feminist post-structuralist theory and data from semistructured interviews and SenseMaker narratives with female STEM faculty. The findings reveal entrenched patriarchal norms, workplace discrimination, inadequate support infrastructure, and digital exclusion as major impediments. To address these challenges, the paper offers an integrated, multi-level reform strategy. Key recommendations include e-education and e-governance enhancements, national credential accreditation systems, and employer incentives for remote work. The article also introduces two policy innovations: a proposed National Gender Digital Inclusion Taskforce to align digital labor policies with feminist-informed governance, and a SenseMaker-informed Gender Inclusion Barometer for real-time policy feedback and gender-sensitivity audits. By aligning its insights with national digital transformation agendas such as Jordan Vision 2025 and the ICT Strategy, this paper contributes a practical roadmap for inclusive, innovation-driven development. Its interdisciplinary approach offers valuable implications for policymakers, educational leaders, and international development actors seeking to bridge the education-to-employment gap for women across the MENA region.