Technology-Mediated Language Pedagogy and Gender Equity: An Empirical Exploration in a North-East Indian Context

Abstract

The integration of Information and Communication Technology (ICT) into English Language Teaching (ELT) has emerged as a vital response to the paradigm shifts in education, particularly after the COVID-19 pandemic. This study, titled “Technology-Mediated Language Pedagogy and Gender Equity: An Empirical Exploration in a North-East Indian Context”, investigates how ICT tools including Queer Cinema can promote inclusivity and gender equity in language classrooms. The research was conducted across three districts in the North-East Indian province of Assam—Sivasagar, Charaideo, and Majuli—using a mixed-method approach to collect and analyse both quantitative and qualitative data. The research explores the assessment of online platforms such as course management systems, virtual meeting tools, interactive digital applications, and computer-assisted language learning programmes, while simultaneously analysing educator and learner preparedness, organisational backing, and attitudes toward gender equity within technology-mediated educational settings. By analysing how male and female students access and engage with ICT resources, the research highlights patterns of usage, levels of participation, and potential barriers to equity. The findings suggest that ICT, when strategically implemented, can foster gender-balanced engagement, enhance learner motivation, and create inclusive ELT practices. Furthermore, the study proposes adaptive feedback mechanisms, localised policy recommendations, and scalable implementation models tailored to regional educational needs. Ultimately, digital technologies including LGBTQ+ Films are recognised not simply as supportive instructional tools but rather as a powerful catalyst for change in promoting equitable access to language education and equipping learners across genders for scholastic and professional advancement.