Teaching and learning in cyberspace: Insights from cyberfeminist pedagogies for virtual education. A systematic literature review

Abstract

Virtual environments present enormous challenges in terms of gaps and inequalities, one of which is the role of gender and its implications in technology-mediated relationships. Virtual higher education is no exception to this issue. This systematic literature review aims to identify the contributions of cyberfeminist pedagogies and their validity in the current context of virtual higher education. Based on texts published between 1999 and 2019, we systematized the main ideas around five key areas: professors, students, platforms, pedagogical designs and institutions. The results show that cyberfeminist pedagogies have a broad contemporary reach as they are in tune with current debates on feminism on the Internet, feminist pedagogies, the inclusion of the gender perspective in higher education, and technology-mediated education modalities. We conclude that, despite the scarce use of the concept of cyberfeminist pedagogies in recent years, it has gained relevance in the context of the transformation of higher education, the increased interest in educational technologies post-pandemic, and the latent issue of violence, gaps and inequalities in cyberspace.